Student Support Systems

MSAD 60 is committed to supporting the academic, behavioral, and social-emotional growth of every student. Schools use several evidence-based frameworks to ensure students feel safe, supported, and able to learn. These systems help staff respond early when students need support, provide consistent expectations across classrooms, and ensure families are included in the process.

Below is an overview of the main support systems used across the district.

How Families Can Access Support

Families are encouraged to reach out at any time with questions or concerns. If you believe your child may need additional support, the first step is to contact your child’s teacher, school counselor, or building administrator.

Schools may also recommend supports based on student progress data, classroom performance, attendance, or behavioral concerns.

MSAD 60 is committed to working in partnership with families to ensure every student has what they need to thrive.

PBIS (Positive Behavior Intervention & Supports)

Positive Behavioral Interventions and Supports (PBIS) is a proactive approach to building a positive school climate. PBIS focuses on teaching students clear expectations for behavior, recognizing positive choices, and responding consistently when behavior needs support.

PBIS is a framework that helps schools create safe, predictable learning environments where students know what is expected and feel motivated to do their best.

PBIS in MSAD 60 includes:

Clear, schoolwide expectations for behavior
Teaching and practicing routines and skills
Positive reinforcement and recognition
Consistent responses to problem behavior
Using data to improve school climate and student outcomes

Families are an important part of PBIS, and schools regularly share expectations and ways families can reinforce them at home.

BARR (Building Assets, Reducing Risks)

Building Assets, Reducing Risks (BARR) is a school-based approach that strengthens relationships and supports the whole child. BARR is most often used at the middle and high school levels and is designed to improve student engagement, belonging, and academic success.

BARR helps educators work as a team to better understand student needs and reduce barriers to learning.

BARR in MSAD 60 includes:

Strong student-adult relationships
Team-based problem solving
Regular review of student progress and needs
Increased communication among staff and families
Support for academic, attendance, and social-emotional success

BARR supports students by building a stronger sense of connection and ensuring students do not “fall through the cracks.”

RTI (Response to Intervention)

Response to Intervention (RTI) is a structured way schools identify and support students who need additional help with learning. RTI uses regular progress monitoring and targeted interventions to help students strengthen skills as early as possible.

RTI is most often associated with academic support, particularly reading and math.

RTI in MSAD 60 includes:

Universal screening to identify learning needs early
Targeted small-group instruction and interventions
Regular progress monitoring
Adjusting instruction based on student response
Collaboration among teachers and support staff

RTI helps ensure students receive support quickly and systematically, rather than waiting until challenges become larger.

MTSS (Multi-Tiered System of Supports

Multi-Tiered System of Supports (MTSS) is an umbrella framework that organizes how schools provide academic, behavioral, and social-emotional supports. MTSS ensures that students receive the right level of support at the right time.

MTSS includes prevention, early intervention, and intensive individualized supports when needed.

MTSS is commonly described in three tiers:

Tier 1: Universal Supports
Supports are provided to all students, including high-quality instruction, classroom expectations, and schoolwide routines.

Tier 2: Targeted Supports
Small-group interventions for students who need additional support in academics, behavior, or social-emotional skills.

Tier 3: Intensive Supports
Individualized interventions and services for students with significant needs.

MTSS is a team-based approach and includes ongoing communication with families.

Section 504

Section 504 of the Rehabilitation Act is a federal civil rights law that protects students with disabilities from discrimination. A 504 Plan provides accommodations and supports to ensure a student has equal access to education.

A student may qualify for a 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities (such as learning, concentrating, communicating, or attending school).

504 Plans may include: