Possible service models include a pull-out group, and additional math or reading class, or push-in.

• Read to and with your child every day.
• Obtain a library card and visit the library often.
• Ask your child about his/her school day.
• Monitor and help with homework.
• Initiate communication with your child’s teacher, regardless of performance.
• Ask for a conference if you notice that your child is experiencing difficulties.
• Praise your child for good work and progress.
• Maintain regular communication with your child’s teacher.
• Attend Curriculum Night and other school-sponsored events.
• Assist your child with preparation for the school day – school attendance, breakfast, adequate sleep.

• Notify your child’s teacher and ask for a conference.
• Gather home information related to your child’s specific strengths, homework samples, attitude about school, test scores, previous school experiences, peer relationships, and challenges.
• Participate in problem-solving discussions with the school staff about your child’s specific strengths and needs.
• Participate in RTI/MTSS meetings and assist school staff with monitoring your child’s progress towards meeting specific, measurable goals.

Students enter the MTSS process when any two of the following criteria are met:

Primary (K-5)

MAP below 35%ile,  Beginning Learner (BL)on GMAS, retention, below grade level on universal screeners

Secondary (6-12)

MAP below 25%ile, Beginning Learner (BL) on GMAS, failing courses, below grade level on universal screeners

REP/EIP

Students exit REP/EIP when they demonstrate grade level proficiency or above on at least 2 measures.

Early Intervention Program (EIP) is specific to grades K-5.

Remedial Education Program (REP) is specific to grades 6-12.

Your child’s classroom teacher is the first point of contact and can initiate the MTSS process.