Introduction
The increment of student outcome has been exponential thanks to a new Multi- Tier System of Support framework. This system is a methodology for improving results for all students. Through the framework, there is the designing of top-notch instructions to meet the need of students and the implementation using data based administrative framework. Variations of state and federal laws have changed the course of schools, a transformation that has led to the focused drive of helping all children learn by solving general education setting problems (Anderson, 2003). Such laws accentuate the significance of providing top-notch instructions based on scientific methodology and interpolations that guarantee growth for every student. Therefore, MTSS is a method of progression specifically designed to aid schools in focusing on high-quality interventions tailor made for students’ requirements and examined on a regular basis.
The mission of Flossmoor School District 161 is to work and develop a strong community of young learners in an environment that is safe, diverse, and challenging for all students. The drive is to deliver dire thinking skills as a necessary tool that helps students prepare for high school, college and beyond. To effect this, there has been the forging of a strong bond with the community of stakeholders. School District 161’s vision is to be a community of leaders who facilitate and expedite wholesome learning.
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Flossmoor School District 161 delivers to each student a traditional arduous academic curriculum that covers wide areas. Moreover, the curriculum offers complete comprehension of knowledge, facts, and skills that ultimately give each graduate a scholastic foundation, which eventually guarantees success not only in high school but also in the levels that follow. Students expect to learn and master a sequentially enunciated and properly defined curriculum that consists of a thorough comprehension of the concepts and skills. This understanding entails perfection in math, reading, language, writing and analytical skills. Students and parents are expected to be active contributors in the overall experience of the students’ educational journey. The curriculum presented needs to challenge every student and allow him/her to grow at a rate that corresponds to their ability.
The continuum of Flossmoor School District 161 caters for student essentials ("Homepage - Flossmoor School District 161", 2017). If the data of a student indicates a lack of response especially in differentiated instructions perceived as Tier 1, there will be the immediate implementation of time-limited Tier 2 or Tier 3 reading and math interpolations. Data used for such interpolation engagements comprise of AIMS Web, MAP, and classroom academic prowess. In addition, there is constant monitoring and review of improvements in allocated interpolations on a regular basis. Parental permissions are not necessary for placements into Tier 2 or Tier 3 interpolations. Parents are informed if data shows interpolations are essential.
Every year, the school district accounts for the civic population the progress as it pertains to the strategic plan and other goals considered significant for the success of the learning community. The presentation provides valuable data for all stakeholders to learn more about the District’s current state of affairs, in particular on the implementation and address of the main topics during the school year.
Purpose
The MTSS framework is the program I plan to assess. The purpose of the assessment is to exhibit efficacy or the fidelity of the whole process. Flossmoor School District 161 has commenced executing the framework, and now the focus needs to shift from implementation to sustainability (Pauw et al., 2015). My goal is to examine how to make changes in process and performance that will have a lasting impression on students. I became aware of the need to evaluate the process when it was brought to my attention that a number of students from the high school within the community were getting IEP’s in their first year of campus. The students stated received two-three years of interpolations in reading or math.
The MTSS model is essential in learning students as it combines a typical system of evaluation with top-notch instruction. There is the design of changing levels of interpolations and amenities for those students who are not faring well. These levels are called tiers of instruction. The three tiers are on a continuum that is changeable and corresponds to the student’s level of need, which ultimately decrees the support level required. This model is based on cautious decision-making that takes place through thoughtful data collection and analysis aided by a school team including the classroom teacher.
Rationale
School districts often implement an innovation with great enthusiasm at the beginning but later abandon it. Such is the current situation in the field of education. MTSS could also be part of school programs implemented years ago only to fail. A few dire components of the process involved in MTSS that need to be studied are multi-level instruction, data-based decision-making, integrity and evaluation. The MTSS process supports the district’s mission to come up with a robust community of students. It nurtures communal accountability and credence that all learners can attain high levels of academic prowess. This vision is communicated to our stakeholders and the educational community.
Goals
To ensure the conveyance of effective interpolations to students who are in dire need - How effective intervention will be for a specific student is unknown. Therefore, progress monitoring of interventions should be done to determine its effectiveness. If students are not making progress within the recommended period, a new intervention should be implemented.
To facilitate the making of decisions through the use of reliable and valid data- Systems should be in place to access data promptly. When determining a student’s response to intervention, it should be done using reliable, accurate data.
To ensure distinguished instructional practices - Intensive instruction and intervention needs to involve data-based interventions adapted to student needs and appropriately address the general curriculum for students
To ensure that interventions are provided with utmost integrity- Districts must regularly assess the implementation of interventions to determine efficiency.
References
Anderson, S. (2003). The School District Role in Educational Change: A Review of the Literature. ICEC Working Paper #2 Anderson S.E, 1-14
Homepage - Flossmoor School District 161 . (2017). Sd161.org . Retrieved 12 June 2017, from http://www.sd161.org/groups/8232/special_education/homepage
Pauw, J., Gericke, N., Olsson, D., Berglund, T. (2015). The Effectiveness of Education for Sustainable Development. Sustainability, 45 (1), 15693-15717
