Is MTSS only about reading?

A building that is fully implementing MTSS would be addressing both academics and behavior through a school wide approach. The Principles of MTSS are consistent across academics and behavior, it is up to a building to look at their data to determine whether they should choose to begin implementing one or both at the same time.

Is MTSS the same in all schools?

No. While all schools in Kansas share the same goal for MTSS, they may go about accomplishing that in different ways. Schools in our state have different resources and may have different ways of working together.

What about special education evaluations using MTSS?

If intense intervention attempts are unsuccessful, or if what works requires a very intense or high level of support to maintain the child’s progress, the team may carry the intervention forward into a special education initial evaluation. Also, at any point in time regardless of the interventions or supports being provided to the student, the parent may request an initial evaluation. During any initial evaluation the team will be part of carrying out a more intense intervention plan to determine (1) is the child a child with an exceptionality and (2) does the child need of specially designed instruction in order to progress in the general education curriculum. The outcome of this process is always an intervention plan. If the child is found to be a child with an exceptionality, the plan will be an Individual Education Plan (IEP). If the child is not found to be a child with an exceptionality, the plan will be a Student Improvement Plan, or in some instances a Section 504 plan. In the end, it should be the school's goal to have a plan in place that they think will work for the child and a progress monitoring system to help determine if the plan is working.