MTSS provides a framework for data-based decision making, and is the system through which Greenville Central School District ensures that instruction is matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards.

Response to Intervention (RtI), is a model within MTSS that uses data-driven problem-solving and incorporates system-level change to address both the academic and non-academic needs of all students. It emphasizes high quality instruction at all levels. This model provides a comprehensive framework for how and when to administer support, and allows for the tools and time to implement such strategies. 

• Parental Action: parents are an integral part of our district’s response to intervention model. At each stage of your child’s education, teachers and staff want to provide the best support to provide them with the confidence, tools and resources they will need to succeed. Written notification to parents when the student requires an intervention beyond what is provided to all students in the general education classroom is provided through letters that are mailed home, as well as an update each quarter to share student progress.

  • To learn more about the RTI (response to intervention) model, visit this website: https://www.readingrockets.org/topics/rti-and-mtss/articles/response-intervention-rti-primer-parents

• Professional Development: Effective implementation of a data-based decision making process like RtI requires specific sets of skills and knowledge that are central to the different roles and responsibilities of teachers and other school personnel involved in the process. Greenville provides professional development and continued support to teachers for curriculum and instruction implementation.

• Teamwork: Teachers and administrators work together to look at the needs of our students. Determining the instructional needs of students is a collaborative process that occurs frequently throughout the school year. We take into consideration student learning styles, academic acheivement, attendance, behavioral support and past interventions to determine the type of support a student requires.

• SEL -Social emotional learning goes hand in hand with academics. Research suggests that student learning benchmarks (or standards) may increase the likelihood that students will be fully and authentically engaged in their own social and emotional  learning, be more connected to school, and become more empowered learners. (https://www.p12.nysed.gov/sss/documents/SELBenchmarks2022.pdf) 

  Greenville uses a strength-based screener through a a program called Aperture. To find out more, you can read the attached letter. 

• Educational Programming: our curriculum goal at Greenville is to ensure that students will in engage in relevant and challenging learning that will motivate them to be collaborative, creative and inquisitive learners. (DCIP 23-24).

• Academic Intervention Services: Greenville considers multiple measures of student performance in deciding whether a student receives additional academic support service, such as developmental reading assessments, screening and diagnostic measures through IReady as well as formative assessments in the classroom.

More resources coming soon! Questions? Please contact Melissa Macalusso, K-12 Principal at macalussom@greenvillecsd.org.