Continuum of Supports
Every learner deserves the supports they need to be healthy and whole. One size does not fit all children. By providing a range and level of supports, every learner gets what they need to be college and career ready. Staff, learners, families, and the community are engaged in the selection and implementation of these supports.
Building supports to match the range of learner needs
Schools provide multiple levels of proactive and responsive supports built to match the range of learners’ developmental, academic, behavioral, emotional, and social needs. Supports are appropriate for the learner being served, validating their knowledge and experiences, and acknowledging their diverse identities.
Using data to provide appropriate level of support
To identify the nature and intensity of support best matched to learner needs, teams:
- review multiple forms of data
- modify instructional practices, time, frequency, group size, and/or expertise of the provider to best respond to learner needs
As the intensity of supports increases, so does the frequency of progress monitoring and collaborative review of data. Supports are fluid, based on review of learner progress and instructional fidelity (used as intended) data.
Universal supports (tier 1)
The universal level of support (tier 1) is provided to all learners. In sustainable systems, at least 80% of learners have academic, behavioral, developmental, emotional, and social needs met through the universal level of support.
Selected supports (tier 2)
The selected level (tier 2) includes supports intended for learners with academic, behavioral, developmental, emotional, and social needs that extend just beyond the reach of the universal level. This level is short-term to develop specific skill needs. In sustainable systems, typically, 5-15% of learners access selected supports in addition to the universal level.
Intensive supports (tier 3)
The intensive level (tier 3) is intended for learners with needs extending well beyond the reach of the universal level. In effective systems, typically, 1-5% of learners access this level of support. For academic, behavioral, developmental, emotional, and social achievement that is well below benchmark, learners access intensive supports in addition to the universal level.
How do you know your system has continuum of supports in place?
Is your continuum of supports (instruction, collaboration, and strategic use of data):
- Proactive
- Provided in a timely way
- Responsive to learners’ academic, behavioral, social, and emotional needs
- Culturally responsive
- Coherently aligned across levels of supports
- Selected and implemented through staff, learner, family, and community engagement
- Modified and adjusted fluidly based on data
Resources for this Key System Feature
PBIS Implementation Blueprint
Link
Leadership teams use the blueprint to guide action planning around implementation
Center for RENEW Implementation, with Student Voice Video
Link
The Center for RENEW Implementation shares a short video where youth explain how the RENEW process impacted them.
College and Career Readiness Early Warning System (CCREWS)
Link
The College and Career Readiness Early Warning System (CCREWS) uses student and school data to make predictions about whether or not students in grades 6,…
Example of Comprehensive Behavior Matrix
A school’s behavior matrix that outlines behavior expectations in several common areas including hallways, playground, bathroom , and computer lab.
The Interconnected Systems Framework: When School Mental Health is Integrated within a Multi-tiered System of Support
Link
Explore the connection of equitable, multi-level systems of supports and School Mental Health (SMH) systems to improve educational outcomes for all.
Making Connections Between a Multi-Level System of Supports and Universal Design for Learning (UDL)
See the specific connections between the UDL framework and implementing a multi-level system of support.
PBIS Tier 2 and Tier 3 Tracking Tool
Excel
Understanding student response to tier 2 and tier 3 behavior interventions is critical to overall system health and continuous improvement. This Excel workbook lets you…
Sample Tier 2 Intervention Flow Chart
Word
A sample flow chart of tier 2 behavior interventions are connected to one another.
Schools Show Reduced Suspension Rates When Implementing Tier 1 and Tier 2 PBIS with Fidelity
Analysis of suspension trends for Wisconsin schools implementing with fidelity at tiers 1 and 2, as compared to schools implementing tier 1 only supports.
The Wisconsin School Mental Health Framework
Link
Integrating School Mental Health with Positive Behavioral Interventions and Supports (PBIS).
Wisconsin’s Framework for Equitable Multi-Level Systems of Supports
Link
Wisconsin’s Equitable Multi-level Systems of Supports conveys the vision of an integrated system of behavioral, social, emotional, and academic support, includes all educators and all…
Wraparound Integrity Tool July 2017
Word
Examine the integrity around the wraparound process and guides the implementation of each case.
Gifted and Talented Pupils (DPI)
Link
Link to DPI Gifted and Talented Pupils page.
Introduction to the Toolkit for Gifted Education (DPI)
Link
The Toolkit for Gifted Education is meant to assist you, the Gifted and Talented Coordinator, in developing or revising your school district's gifted education plan…
Response to Intervention and Gifted Education (DPI)
Link
Wisconsin Department of Public Instruction page with PowerPoint.
Tier 2 Intervention Audit
Simplified resource for teams to review, reflect, and revise intervention development and implementation.
Tier 2 Intervention Summaries
A summary of the six aspects of tier 2 interventions.
Tiered Fidelity Inventory (TFI) Print Copy
Link
The Tiered Fidelity Inventory (TFI) measures the implementation of a school-wide positive behavior support system across all levels/tiers. Taken by a school leadership team, this…
Using Early Warning Systems for Middle and High School Universal Screening in Multi-Level Systems of Supports
Word
Are you struggling with what your screening process should look like at the middle and high school level? Have you considered using existing data to…
Screening and Progress Monitoring Process Reflection Questions
Series of guiding questions to help a team reflect on strengths and opportunities within their screening and progress monitoring process.
Risk Ratio Calculator
Excel
This tool is designed to be used by schools to calculate the risk of students of color as compared to white students for academic and…
Dropout Early Warning System (DEWs)
Link
To help educators identify students who are at risk of dropping out and in need of additional supports early—in the middle grades—DPI developed the Dropout…