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Virginia Tiered Systems of Supports (VTSS)

The Virginia Tiered Systems of Supports (VTSS) is a data-driven decision making framework for establishing the academic, behavioral and social-emotional supports needed for a school to be an effective learning environment for all students.

The VTSS systemic approach allows divisions, schools and communities to provide multiple levels of supports to students in a more effective and efficient, clearly defined process. Implementing the VTSS requires the use of evidence-based, system-wide practices with fidelity to provide a quick response to academic, behavioral, social and emotional needs. The practices are progress-monitored frequently to enable educators to make sound, data-based instructional decisions for students.

VTSS functions under the anchor process of integrating data, practices and systems to affect outcomes. The essential elements of an effective VTSS framework are:

  1. Data Informed Decision-Making
  2. Evidence-Based Practices
  3. Family, School and Community Partnerships
  4. Monitoring Student Progress (including universal screening)
  5. Evaluation (outcomes and fidelity)
  6. Alignment

For more information about the Virginia Tiered Systems of Supports, please visit the VTSS website at: https://www.vtss-ric.org or VTSS Readiness Series: Introduction to VTSS

Positive Behavioral Interventions And Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) is the behavioral component of Virginia Tiered Systems of Supports. It is a nationally recognized framework to support positive academic and behavioral outcomes for all students.

PBIS helps teachers and administrators learn about and implement new techniques that reduce disruptive student behavior, which typically leads to office referrals, in school suspensions, and out-of-school suspensions that decrease instructional time for students.  Based on extensive research, PBIS utilizes a positive approach to discipline.  PBIS ultimately impacts the very culture of the school to shift attention to positive behavior and successful learning systems for children, teachers and administrators.

PBIS is not a specific intervention or curriculum. Through focused attention on data collection and analyses, PBIS provides a framework of proactive, evidence-based prevention and intervention behavioral strategies that aid schools in defining, teaching, and supporting appropriate student behaviors in a positive school culture. To learn more about PBIS, visit http://www.pbis.org or View TTAC online PBIS resources.

Other related resources on integrated tiered systems of supports include:

For more information on resources on VTSS, please contact Margaret L. Klein.


Contact

Kay Klein, M.Ed.,
Assistant Director and VTSS System Coach
mklei1@gmu.edu
Office: 703-993-4496