Intervention and Support for All Students (MTSS)
There are a wide variety of ways that Wayland works to support all students beyond formalized 504 plans and Individualized Education Programs (IEPs). This section will discuss many of these.
There are a wide variety of ways that Wayland works to support all students beyond formalized 504 plans and Individualized Education Programs (IEPs). This section will discuss many of these.
What is MTSS in Wayland: A systemic, evidence-based framework that provides a continuum of supports for ALL students to meet their educational needs.
According the Every Student Succeeds Act (ESSA, 2015), a multi-tiered system of support is “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision making.’’
Tiers
1: Universal Support- inclusive practices that are universally provided to all students. These expected core practices are naturally occurring in classrooms across the district as we attend to academic, behavioral and social/emotional needs. Designed to improve outcomes for students,Tier 1 supports consider the whole student and offer options and choices for how they learn, what they learn, and how they express their learning. Tier 1 normalizes different entry points and ways to access learning.
2: Targeted Support- additional, intentional and available to any learner. These supports are provided when different circumstances or conditions arise. They can be short term or longer term. They may involve additional staff. Tier 2 supports are meant to further supplement, enhance and improve outcomes for students.
3: Intensive Support- intensive, strategic, and specialized. Tier 3 supports target significant student challenges when data indicates there is a need. They often take place outside of the general education setting. Tier 2 and Tier 3 supports do not replace universal Tier 1 (core) supports.
In most instances, before considering making a referral for a special education evaluation, the student should first be referred to the school’s SST. Although participants may vary depending on the nature of the referral, this team may consist of the principal or designee, general and special educators, related service providers (i.e. OT, Speech), school nurse, school psychologist and/or school counselor.
The SST will review the student’s strengths, areas of concern, any strategies, accommodations and supports already in place for the student and then make recommendations/suggestions for further programming. After a four (4) to six (6) week period implementing the suggestions, the SST will reconvene to evaluate the student’s progress. At this time, it is determined whether the prescribed programming should continue, if additional accommodations/interventions should be tried or if the student requires a referral for a special education evaluation.
The District Curriculum Accommodation Plan encompasses efforts as follows:
Analysis of diverse learning styles within the general education classroom;
Accommodations to meet needs of the diverse learning styles within a general education class;
Provision of appropriate services and support within the general education classroom;
Services to address the needs of children whose behavior may interfere with learning;
Encouragement of parental involvement in their children’s education;
Encouragement of teacher mentoring and collaboration;
Assistance to general education staff through professional development and collaboration
Link to DCAP