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It is a multi-tiered system of supports (MTSS) that provides a guiding framework for educators, school, and district leaders to remove barriers to learning at the systems level, use evidence-based practices to support the whole child along a tiered continuum, and make decisions for targeted and intensive interventions based on data.

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Minimizes or eliminates barriers

Improves student outcomes by designing equitable, tiered, universally designed systems of support

Provides high quality instruction and provides interventions based on students’ needs

Monitors progress frequently to make decisions about instruction and goals

Checks for fidelity of interventions continuously

Data is used to allocate resources to improve student learning and support staff for implementation of effective practices

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MTSS will equip staff to support students who are chronically absent through tiered system of support.

More than 15 percent of our students are chronically absent. Among students in special education, that number is significantly higher. Chronic absences keep kids from getting the consistent instruction they need to build on basic skills.

Chronic absenteeism includes excused absences (like for being sick). It also includes unexcused absences and disciplinary actions, like getting suspended.

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Action Plan: Develop a well rounded action plan. Assign a committee.
Professional Development for all teachers.

Suggested agendas for monthly MTSS Team Meetings.

MTSS Coordinators/Coaches

Professional Learning Network/Workshops Opportunities.

Implementation of :  Virtual Ed Camps for teachers to express feelings/concerns freely.

Integrated agenda during existing , regional  and school meetings.

Embedded  time for  the MTSS Leadership Team to come together, debrief on online learning and begin implementation planning.

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August: Professional Development
September-October: Data Collection and Analysis
November-December: Task Force Implementation, Wellness Visits.
January-March: Community Involvement Events, bringing the community inward.
March-May: Individual action plans for the following school year.