Creating a trauma-informed school requires systems that effectively respond to both student wellness and academic and behavioral needs. In this session, leaders from Stingley Elementary share their five-year journey of embedding trauma-informed practices within a Multi-Tiered System of Supports (MTSS) framework. Serving approximately 300 students, including many with behavioral and mental health needs, the school established strong universal supports, collaborative problem-solving teams, and a consistent behavior framework—resulting in fewer than 5% of students requiring Tier III support. Using lessons learned from this work, participants will examine one of the most common challenges in MTSS: determining whether a student’s struggles stem from a lack of skill acquisition or inconsistent performance. When the root cause is misidentified, interventions often miss the mark, leading to frustration and delayed progress. Attendees will learn practical strategies for analyzing data, asking the right diagnostic questions, and matching supports to student needs. Through real-world examples and interactive case studies, educators will leave with tools they can immediately apply to strengthen MTSS meetings, classroom problem solving, and schoolwide systems of support.