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    MTSS & Students with Disabilities

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    MTSS

    NC Policies Governing Children with Disabilities

    Leighann Dixon

    MTSS Coordinator

    leighann.dixon@alleghany.k12.nc.us                                                                                       

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  • MTSS-Promoting School Improvement for ALL Students

    NC MTSS is a multi-tiered framework, which promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using data-driven problem solving to maximize growth for all.

     Tiered Support

    Tier I:  Differentiated Core

    Instruction that includes general academic, behavioral and social-emotional instruction and support designed and differentiated for ALL students.  In a healthy Core, 80% of students meet and/or exceed state and locally developed standards with Core instruction alone.

    Tier II:  Supplemental Instruction Support

    Instruction includes evidence-based programs and practices to supplement/improve student performance in Core.  In a healthy system, approximately 15-20% of students need supplemental support in addition to Core/Tier I instruction.

    Tier III:  Intensive Instruction

    Instruction includes evidence-based programs and practices to supplement/improve student performance in Core.  In a healthy system, approximately 5% of students need intensive support in addition to Core/Tier I and Supplemental/Tier II.

    Throughout tiered instruction (Tier I, Tier II, and Tier III) the following guidelines MUST be followed:

    • The problem-solving team must consider whether the student’s lack of progress is the result of a suspected disability. If a disability is suspected, the student must be referred to the IEP Team and interventions must continue concurrently while the issue of a suspected disability is resolved.
    • A parent has the right to request, in writing, an evaluation for special education at any time. If the parent makes this request, the student must be referred to the IEP Team while interventions continue.
    • Parents must be notified, in writing, regarding the student’s response to intervention at each level (tier). The “Parent Notification of Intervention” must be used, and a copy retained in the student’s cumulative file.

         

        The Six Critical Components of MTSS

              Leadership                               Building Capacity                        

                  Leadership                              Building Capacity                     

      Communication and Collaboration        Data-Based Problem Solving

               Communication                        Data-Based

               & Collaboration                     Problem Solving

       

           3 Tiers       Data

               Three-Tiered                            Data Evaluation

           Instructional Model

     

    Important Definitions

    Problem Solving Team

    IEP Team

     Required Procedures

    Problem solving procedures

    communication

    Child Find

     
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