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Muti-Tiered System of Support (MTSS)
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What is Support?
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What is NC MTSS?
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MTSS Overview
Multi-Tiered System of Supports (MTSS) is a framework which promotes school improvement through engaging academic and behavior practices for all students, so that every student can achieve academic and life success. MTSS is a “whole child” approach that creates systems to improve student academic performance as well as behavior, attendance and social emotional learning. To create these systems, an MTSS must utilize four essential elements: screening, progress monitoring, a three-tiered instructional/intervention model, and data-based decision making.
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Three Tiered Instruction/Intervention Model
All students will be provided with the same access to core, grade-level instruction in all academic, behavior, and social-emotional areas and receive intervention support as needed based on data.
Within a multi-tiered system of supports, all students are provided with core instruction (Tier 1) that is needed to make progress towards attaining standards-based proficiency. The school MTSS leadership team and teachers will monitor the progress of all students to make sure the instructional practices are used effectively.
If 80% of students are successful through core instruction, then the school MTSS leadership team will use data to identify students in need of supplemental support (Tier 2). If less than 80% of students are successful through core instruction, then the team will review the delivery of instruction, the curriculum, and the environment in order to consider changes necessary to meet the needs of the students in core.
Some students will need a supplemental layer of support in addition to and connected to core instruction. Again, based on a review of data, the leadership team will identify students and match them with interventions to meet their needs. Goals will be set for students receiving supplemental intervention support and progress will be monitored regularly. If students meet their goal, then they will likely no longer need supplemental support and will just receive core instruction. If a student does not meet their goal, then the leadership team and teachers may determine that the student needs more intensive support (Tier 3).
Only about 1-5% of students should require intensive support. The interventions for this level of support are more individualized and progress is monitored more frequently.
The goal for these layers of support is always for students to be successful, so that support can be removed.
Since parent communication is an important aspect of an MTSS, schools are required to send a letter home to parents any time a student's level of support is changed.
To find out more about core academics in RSS visit the Academics department page.
To find out more about SEL resources, visit the Counseling page.
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Screening
Rowan Salisbury Schools uses iReady diagnostic assessments in grades K-9 for both math and reading. These assessments are administered in the Fall, Winter and Spring of each year to measure student progress and identify students that are struggling.
North Carolina also requires that all students in kindergarten to third grade complete the Dibels 8th Edition assessment for reading.
Each year in the Fall and Spring schools administer the Panorama SEL Survey to collect data on students' social-emotional learning.
School teams regularly review student attendance and behavior data to identify patterns and trends that need to be addressed.
For more information about the academic assessments used in Rowan Salisbury Schools, please refer to the Accountability Services page.
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Data-based Decision Making and Problem Solving
Data-based decision making includes data analysis and problem solving through teaming to make decisions about instruction and intervention.
School teams analyze school and student data to understand learners' needs, implement plans that provide each student with the level of support they need and monitor these plans frequently for fidelity and effectiveness.
Schools use the four-step problem solving model to drive decisions being made in the MTSS framework. This problem solving model can be applied when addressing problems that are school-wide, grade level specific, class specific, small group specific, or for individual students.
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Progress Monitoring
The purpose of monitoring progress is to determine the effectiveness of instruction. We progress monitor core instruction as well as intervention plans, IEPs, DEPs and LEPs. Teachers should monitor their core instruction effectiveness using grades and assessment data.
At the supplemental tier (tier 2) progress monitoring should occur a minimum of once per month or as appropriate to target skill areas.
Intensive interventions should be progress monitored weekly or as appropriate for the targeted skill areas.