Lynbrook Public Schools
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Multi-Tiered System of Supports
Lynbrook's MTSS framework connects academics, social-emotional learning, behavior, attendance, and family partnership so every student receives the right support at the right time.
It is not a separate program or a label. It is the way Lynbrook organizes prevention, early identification, intervention, progress monitoring, and family partnership to help every learner thrive.
One Connected View
Academic progress, social-emotional wellness, behavior, attendance, engagement, and school belonging are considered together.
Strengths first. Teams recognize what students do well as they identify areas for support.
Multiple measures. No single assessment determines a student's supports.
Early support. Needs are addressed before concerns become more significant.
Family voice. Parent and caregiver knowledge is an important part of the process.
The Heart of MTSS
Students remain part of strong classroom instruction and school-wide supports while receiving added help that matches their needs.
Strong, preventive supports that form the foundation for student success.
Additional, focused support for students who need more than universal instruction alone.
Individualized, highly focused support developed through collaborative problem-solving.
How Support Decisions Are Made
School teams combine objective information, professional judgment, and family input to develop responsive, student-centered supports.
Screening results, classroom assessments, diagnostic information, student work, and progress data help identify learning strengths and needs.
Wellness indicators, counseling information, skill-development goals, staff observations, and family input support an understanding of student well-being.
Classroom observations, behavior patterns, school climate information, and student support records help teams plan proactive supports.
Absences, tardiness, engagement indicators, and family perspectives help identify barriers and strengthen a student's connection to school.
Review multiple sources of information to identify strengths, needs, and contributing factors.
Develop and implement an evidence-based plan with clear goals, responsibilities, and communication.
Monitor student progress and implementation, then continue, adjust, intensify, or reduce supports.
Social-Emotional Learning
Lynbrook's SEL approach is grounded in RULER and supports emotional intelligence, resilience, self-regulation, positive relationships, and well-being.
SEL is not separate from learning. It is one of the connected lenses used to help students build the skills needed to participate, persist, connect, and grow.
Family Partnership
Families know their children in ways that no data report can capture. That insight strengthens problem-solving, intervention planning, and progress review.
Frequently Asked Questions
Yes. Teams use multiple sources of data, progress information, implementation evidence, and collaborative review to determine whether supports should continue, change in intensity, or end.
No. Screening is an entry point for review, but no single assessment determines tier placement. Teams consider academic, SEL, behavior, attendance, engagement, staff observations, and family input as appropriate.
Families are informed of significant concerns and intervention changes, invited to contribute their knowledge and perspectives, and included in intervention review.
The Instructional Support Team, or IST, is a school-based problem-solving team that reviews information, helps plan interventions, monitors progress, and coordinates communication and next steps.
The goal is to provide equitable, timely, and responsive support so students can achieve academic growth, social-emotional wellness, positive behavior, strong attendance, engagement, and belonging.
Together for Every Learner
Begin with your child's teacher, counselor, or building administrator. Lynbrook staff and families work together to understand student needs and determine appropriate next steps.
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