A Multi-Tiered System of Support (MTSS) is a systematic, continuous improvement framework that focuses on the positive educational experiences and outcomes of all students.
MTSS is a way of thinking and doing that utilises high-impact, evidence-based pedagogical practices to ensure every student receives the appropriate level of support, instruction and adjustments to be successful.
MTSS assists schools to identify and organise resources and pedagogy responsively through alignment and monitoring of curriculum standards and behavioural expectations. Practices are implemented with fidelity and sustained over time in order to accelerate the educational outcomes of every student.
In the vast spectrum of human emotions, fear plays a pivotal role. However, for some, specific fears can become overwhelming, leading to a life limited by their apprehensions. Those Living with a Phobia often find everyday situations challenging, requiring them to navigate a world that feels fraught with potential triggers, demanding resilience and understanding from both themselves and those around them. https://lifepsychiatric.com/living-with-a-phobia-things-to-know/
While everyone has fears, some individuals face intense, irrational fears that affect their daily lives. These fears, known as phobias, can range from the fear of heights to the fear of small spaces. The experience of Living with a Phobia is unique to each individual, but common threads include a heightened sense of alertness and the need to develop coping strategies.
INTERVENTION FRAMEWORK The Intervention Framework provides a structure for educators to work in teams to best understand and meet the learning needs of students.
ORAL LANGUAGE / OLSEL Oral language supporting early literacy.
READING Learning to read and read well is the most important educational outcome.
NUMBER Students with effective number skills achieve not only in mathematics but also in other areas of learning.
BEHAVIOUR SUPPORT Behaviour Support intended outcome is personal resilience, the mode is prevention and primary intervention, and the application is to the school community and the individual.
CULTURAL DIVERSITY All students regardless of race, age or gender, have a right to an education that is suited to their particular needs and adapted to their cultural diversity.
