System of Supports
The San Diego County Office of Education (SDCOE) assists local educational agencies with developing the components essential to building a sustainable Multi-Tiered System of Support (MTSS). MTSS is a systemic approach to equitable access for all students, focusing on aligning the entire system of initiatives, supports, and resources.
Upon completion of the MTSS District Leadership Training, SDCOE staff work directly with district leaders to initiate positive behavioral interventions and supports (PBIS). PBIS improves social, emotional, and academic outcomes for all students. Services and technical assistance are provided through professional learning, coaching, and capacity-building. Both MTSS and PBIS utilize the common elements of data-based problem solving to inform decisions for evidence-based and evidence-informed interventions.
Explore Our System of Supports
Multi-Tiered System of Support
Multi-Tiered System of Support (MTSS) is a framework that aligns Response to Instruction and Intervention with the California State standards and the systems necessary to ensure academic, behavior, and social success.
Positive Behavioral Interventions and Supports
Positive Behavioral Interventions and Supports (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals.
Restorative Practices
Restorative practices provide schools with a framework to build community, strengthen relationships and improve school climate. This approach can be seamlessly integrated into the classroom, state standards-aligned curriculum, and a school's culture and climate.
School Social Work
Through SDCOE’s School Social Work Services program, you can network with other school social workers, find professional learning opportunities, and gain valuable resources for you, your students, and your colleagues.
Social and Emotional Learning
Explore webinars, resources, and upcoming training opportunities that can help educators in San Diego County build their skills in social-emotional learning.
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