SECTION 1: DEFINE
Vermont Multi Tiered Systems of Support
Vermont educators/school counselors called upon to ensure that a multi-tiered system of support is in place for all students. The implementation of VT MTSS may vary according to the specific contexts, cultures and needs of schools and districts across the state.
The VT MTSS Framework is a systemic approach to decision-making for excellence and equity within a culture of continuous improvement that focuses on successful outcomes for all students. This systemic approach:
SCHOOL COUNSELORS & MULTI TIERED SYSTEMS OF SUPPORT
(Goodman-Scott, Betters-Burbon & Donahue (2019)
The MTSS focus of school counselors’ work covers three domains: 1) academic, 2) college/career, and 3) social/emotional. School counseling Service planning and decision-making frameworks utilize an evidence-based practice approach to school counseling core curriculum and instruction aligned with assessments to address the needs of ALL students in the three domains of school counseling: academic, college and career, and social/emotional.
School counselors are integral parts of the total educational Service for student success. The entire school community is invested in student academic achievement, college and career readiness and social emotional wellbeing. School-wide proactive, preventative and data driven intervention services and activities belong to the entire school. Therefore, it is recommended that schools add the third domain (college and career readiness) to their MTSS Service.
MTSS is a framework (see figure below) specifically for school counseling Services to organize a continuum of core instruction and interventions to meet students’ needs with the goals of: 1) Ensuring all students receive developmentally appropriate instruction; 2) Maximizing student achievement; and 3) Increasing the social, emotional, and behavioral competencies of students.
CORE SERVICE (UNIVERSAL SUPPORTS) (100%) -- FOR ALL STUDENTS
The core Service comprises the delivery of services that all students, PK-12, receive (curriculum, personalized learning, school-wide events). Standards- and competency-based school counseling core curriculum (formerly called guidance curriculum) is developmental in nature, preventative and proactive in design, and comprehensive in scope. Personalized learning includes 4-6 year and college/career planning and career readiness (generally grades 6-12). School-wide activities for all students, such as national awareness weeks and celebrations (e.g. Red Ribbon Week, Mix It Up, The Great Kindness Challenge, etc.), conflict resolution Services, parent education Services, are provided to all students and/or parents, align with classroom lesson content and standards, and support the core Service.
TARGETED INTERVENTIONS (AVERAGE 20%) -- FOR SOME STUDENTS
Targeted data-driven interventions (small group counseling/instruction, referral to interventions on campus, etc.) are designed for students who are identified by pre-scheduled and predetermined data screening elements. These include, for example, attendance rates, behavior, work skills and study habits (report card marks), course failure, credit deficiency and/or equity and access issues. Tier 2 includes short term progress monitoring and collaboration among teachers, parents/guardians, and the school counselor until improvement and/or referral to appropriate services can be found and implemented. Tier 2 activities are designed for students who: 1) exhibit barriers to learning; 2) are struggling to achieve academic success; and/or 3) who are identified as deserving of instruction and/or supports in addition to Tier 1 curriculum activities (students in foster care, English language learners, etc.).
INTENSIVE INTERVENTIONS (AVERAGE 5-10%) -- FOR A FEW STUDENTS
Individualized student interventions (e.g. 1:1 crisis counseling) are designed for students to address emergency and crisis response events. These include short-term solution focused counseling to address life change events (divorce, death, parent incarceration, etc.) provided on a limited basis and, if unresolved, lead to referrals to outside services. This includes short-term consultation and collaboration among teachers, parents/guardians, and the school counselor until a crisis is resolved and/or referral to appropriate responsive services can be identified and implemented.