A Multi-Tired System of Support (MTSS) is a systematic, continuous-improvement framework where data-based problem solving and decision-making is practiced to address academic, behavioral, social and emotional needs a student may demonstrate at any time. At IRCSD each building has a team of professionals who meet regularly to discuss interventions utilized to support student growth in all areas. Each building's committee members may include: building administrator, classroom teacher, school counselor and/or other pupil personnel staff members, related service providers, and academic coach(es). Following the district's Response to Intervention process, recommendations are made for intervention to be provided to a student in order to close learning and achievement gaps. Depending on the need and the intervention provided to the student, a staff member monitors the progress of the student utilizing the intervention and follows up with the Committee after a predetermined set of time. Based on data from the intervention(s), including student progress, the Committee recommends additional or more intense intervention support, or in instances where students have made progress and closed their skill-gap, a decrease or cessation of interventions may be recommended.

• Tier 1 is the core instructional program that students are provided in the classroom, by the classroom teacher. Research-based instruction and behavioral intervention supports are included. Core instruction includes alignment to the NYS Learning Standards and differenchated instruction to meet the needs of all learners.

• When a student requires a more intense level of support, beyond the regular instruction of the classroom teacher, or when a student will begin receiving Tier 2 support, parents are notified in writing the amount and nature of the intervention and strategies that will be used to close the skill-based gap with the intervention.

• All students take part of a Universal Screening three times per year. A Universal Screening is an assessment tool that provides information on student baseline abilities in core areas as well as in social/emotional and behavioral areas. These assessments, as well as additional progress monitoring data provide information to each building's Committee to make instructional adjustments and recommendations.