Layered Continuum of Supports (LCS) - Evidence Based Practices, Instruction, and Interventions

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Component Definition:

Ensuring that every student receives equitable whole child supports that are evidence based, culturally responsive, matched to need, and developmentally appropriate through layered supports.

Practice Profile

The five COMTSS core components are the foundation and the underlying philosophy of the Practice Profiles. The COMTSS Practice Profiles were developed to specify exemplary strategies that district and school implementation teams can use to support effective and sustainable use of the COMTSS framework as intended. These profiles guide and inform the development and/or refinement of the necessary supports and resources for the COMTSS implementation, such as professional learning, coaching, identification of fidelity measures, a state-level evaluation plan, and necessary changes in procedures and policy.

Consideration to Desired Outcomes

The framework of a multi-tiered approach provides for efficient, effective, and equitable allocation of resources within the education system. When appropriately used, the tiers support each learner in experiencing success by meeting their unique needs.

District Expected Use in Practice

5.1: The COMTSS District Implementation Team creates and maintains an inventory that defines, organizes, and aligns Tier 1, 2, and 3 practices, interventions, and supports across schools.

5.2: The COMTSS District Implementation Team ensures time and resources are allocated to support ongoing, high-quality professional learning on LCS.

5.3: The COMTSS District Implementation Team develops and uses a written process to select and deselect evidence-based practices (e.g., Hexagon Tool).

5.4: The COMTSS District Implementation Team provides schools with guidance and equitable resources to access a tiered framework of instructional practices, interventions, and supports intended to meet the needs of students’ academic, social, emotional, and behavioral development. A prevention focus is prioritized.

5.5: The COMTSS District Implementation Team creates a data-based process that provides tiers of support for schools, staff, and students. This includes guidance on when student supports need to be intensified or faded.

5.6: The COMTSS District Implementation Team provides guidance to schools on how to provide a continuum of strategies used to intensify interventions within tiers based on learner needs.

School Expected Use in Practice

5.1: The COMTSS School Implementation Team creates and maintains an inventory that defines, organizes, and aligns Tier 1, 2, and 3 practices, interventions, and supports across the school.

5.2: The COMTSS School Implementation Team ensures time and resources are allocated to support ongoing, high-quality professional learning on LCS.

5.3: The COMTSS School Implementation Team uses the district’s written process to select and deselect evidence-based programs (e.g., Hexagon Tool).

5.4: The COMTSS School Implementation Team provides equitable resources to support all learners with access to a tiered framework of instructional practices, interventions, and supports intended to meet the needs of students’ academic, social, emotional, and behavioral development. A prevention focus is prioritized.

5.5: The COMTSS School Implementation Team uses the district identified process for providing different tiers of support for students. This includes how and when student supports need to be intensified or faded.

5.6: The COMTSS School Implementation Team uses the district identified guidance on how to provide a continuum of strategies used to intensify interventions within tiers based on learner needs.

Printable Practice Profiles - District and School

Practice profile - district (PDF)

Practice profile - school (PDF)

Practice profile - district and school (PDF)

Printable Practice Profiles - Region and District

Practice profile - regional (PDF)

Practice profile - regional & district (PDF)