Multi-Tiered System of Support (MTSS) and Specific Learning Disabilities DR. TRACY S. WEEKS: WILLIAM J. HUSSEY:

CHIEF ACADEMIC AND DIGITAL LEARNING OFFICER DIRECTOR, EXCEPTIONAL CHILDREN

LYNNE LOESER: STATEWIDE CONSULTANT FOR LEARNING DISABILITIES/ A TTENTION DEFICIT HYPERACTIVITY DI SORDER AMY JABLONSKI, DIRECTOR, INTEGRATED ACADEMIC AND BEHAVIOR SYSTEM S AUGUST 5, 2015

You can have a multi-tiered system of support in place without an SLD identification system.

You cannot have an RtI-based identification

system for SLD without a multi-tiered system of support in place.

Opportunity

Current System

Special Education

Title I

Slide created by Dale Cusumano, Ph.D.

AIG

ESL

5

Traditional Model

6

One third of students with LD have been retained a grade*

Current Reality

11.1% of 3rd grade

students with SLD in NC scored at or above a Level 3 on the ELA and math EOG assessments, compared to 52% of all students