Loudoun County Public Schools (LCPS) is committed to empowering all students to make meaningful contributions to the world.  To ensure the success of all students, LCPS implements a Multi-Tiered System of Supports (MTSS) framework.

Mission

The mission of a Multi-Tiered System of Supports, or MTSS, is to create an integrated system of academic, behavioral, and social-emotional supports for all students. Through empowering and collaborative connections between families, schools, and community resources, students will experience engaging, affirming, equitable, and supportive learning that encourages academic and social growth through the consistent delivery of explicit and systematic instruction. 

Vision

The vision of MTSS is to ensure that all students are provided with high-quality core, equitable instruction and evidence-based interventions to support their learning needs.

What is MTSS?

A Multi-Tiered System of Supports, or MTSS, is an evidence-based integrated framework, comprised of practices and interventions aimed at supporting the needs of all students. This holistic approach addresses academic, behavioral, and social-emotional needs through the approaches of Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), and Social-Emotional Learning (SEL).

The MTSS framework encourages schools to implement prevention strategies and provide early intervention for addressing academic, social-emotional, and/or behavioral difficulties. Through problem-solving conversations and the use of multiple sources of data for decision-making, school-based teams can identify supports needed for student success. The MTSS framework addresses student needs at three tiers, each including instructional strategies and interventions. At Tier 1, all students are provided with high-quality learning environments and instructional strategies across all settings. At Tier 2, interventions are provided for students who are in need of more focused, targeted, and frequent small group structures. At Tier 3, interventions are provided for students who are in need of more intensive and individualized structures.

What Is It?

• A multi-tiered, school-wide framework for supporting and rewarding positive school behavior with evidence-based intervention

• Encourages prevention over punishment (proactive vs. reactive) 

• Provides explicit behavior expectations 

• Supports the academic, social-emotional, and behavioral competence of all students

When used consistently across the school PBIS can lead to:

• Improved school climate

• Decrease office referrals and suspensions

• Strengthen relationships Increase positive behaviors, academic achievement, and equitable learning experiences

PBIS is NOT designed to:

• Be a system for rewarding students for meeting basic behavior expectations 

• Negate the need for discipline or consequences

• Reward students for misbehavior

• Look the exact same in every school in which it is implemented

• Act as a replacement for behavioral, social, or emotional evidence-based curricula

PBIS Expectations

Potomac Falls High School Core Values are the 3Rs: Ready, Responsible, and Respectful.

• RRR Instructional Matrix

• RRR Conjoined Matrix

We love to celebrate our students and staff. Please watch the slideshow below which recognizes the greatness of PFH students and faculty.