Multi-tier Systems of Support (MTSS)

The use of evidence-based practices is required by law.  The No Child Left Behind (NCLB) Act of 2001 requires the use of instruction based on scientific research.  The emphasis on scientifically based research supports the consistent use of instructional methods that have been proven effective.  The reauthorized Individuals with Disabilities Education Act (IDEA) in 2004 required the use of a process based on the child’s response to scientific, research-based intervention.  Specifically, with regards to the identification of specific learning disabilities, IDEA requires that  (1) states could no longer require the use of significant discrepancy between intellectual ability and achievement as a part learning disabilities determinations, (2) states must permit the use of a process based on the student’s response to scientific-research or evidenced-based intervention. 

In December 2013, Wisconsin state law stated that Individual Education Plan (IEP) teams no longer could use significant discrepancy as specific learning disability eligibility criterion and must use progress monitoring data collected during intensive, scientific research-based or evidenced-based interventions to make specific learning disability eligibility decisions for students. 

Wisconsin state law requires for a student to be considered as having a specific learning disability, the student must receive two intensive evidence-based interventions with weekly progress monitoring data collected during the interventions before the IEP team can make the specific learning disability eligibility determination.  Each intervention must occur for a specified period of time, usually nine weeks per intervention. The interventions must be implemented within classroom by a general education teacher.

For more information about how MTSS is being implemented within your child's school, please contact the building administrator.