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MTSS for Academics

Richland School District Two is committed to providing excellence in education for all students.  The focus of learning, character, community, and joy is embedded in the core of teaching and learning. In addition, Richland School District Two prepares all students for success by providing meaningful, challenging, and engaging learning experiences.  With this philosophy in mind, the implementation of an effective Multi-Tiered System of Supports (MTSS) through Response to Intervention (RTI) has been developed to ensure that all students are receiving quality core instruction and effective small group interventions.


Data Informed Decision Making

Prior to beginning the multi-tiered process in RTI, school teams meet to determine the needs of all students (including students receiving ESOL services) who are performing well-below benchmark. Analysis of the data is used to identify students that need supplemental support in addition to Tier 1 core instruction. 

Schools conduct RTI meetings regularly to analyze progress monitoring data and classroom formative and summative data to make instructional decisions for students.

Movement between the tiers is made based on the data obtained from progress monitoring (norm) and classroom data (criterion). 

easyCBM Universal Screening and Progress Monitoring

Richland Two uses easyCBM as the approved Universal Screening tool for reading and mathematics to assess students and track progress throughout the year.

Benchmark: Three times a year (fall, winter, and spring). According to ACT 213 all Kindergarten and First Grade students will be screened with easyCBM for reading difficulties, including dyslexia, and the need for intervention. 

Progress Monitoring: Frequent intervals (weekly, bi-weekly, and monthly depending on measures) of monitoring students in each tier using easyCBM throughout the year.