Q & A
Who receives this extra-time support? Is MTSS for all students?
Students in General Education, Students with disabilities, and ALL students who struggle.
Why are we using MTSS?
MTSS helps LPS be proactive, and preventative to learning and behavioral concerns.
How are participating students identified?
Single academic assessment, Multiple academic assessments, Academic and social-emotional assessments
What is the appropriate group size for students receiving support?
Group size may vary
Why are we using MTSS?
MTSS helps LPS be proactive, and preventative to learning and behavioral concerns.
How do we intensify support for students?
A student’s team increases the frequency, duration, and decrease group size.
What about students who are self-contained for academics and/or behavior? What looks different from the above components?
ELL:
Math - Students are essentially receiving Tier III supports in the Level 1 classroom in order to be able to access the grade-level curriculum.
Reading - Students in Level 1 classroom might not be accessing Tier 2 supports due to individualized instruction in the ELL classroom.
Behavior - Students in Level 1 may participate in individual therapy with the support of a bilingual liaison/interpreter.
Life Skills:
Before applying the exceptions, the individual student has been afforded appropriate instruction, accommodations, and/or modifications in tier 1 and tier 2
Pullout times may vary due to needs such as personal care for feeding, bathrooming, self-care, sensory, social/emotional needs
Core instruction might be delivered by the special education teacher rather than general education teacher
Modified/adjusted curriculum and assessments
Behavior (in school or out of school):
Frequency and duration of instruction, along with service provider, may be different
Separated significantly from learning opportunities with general education peers
Significant modifications and accommodations to curriculum (academic and behavior) may be needed to meet student’s individual needs