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Student Interventions and Supports

The Rocklin Unified School District (RUSD) Student Interventions and Supports program adheres to the California Department of Education’s (CDE) Multi-Tiered System of Supports (MTSS) model. This model provides an integrated, comprehensive framework emphasizing Common Core State Standards (CCSS), core instruction, differentiated learning, student-centered approaches, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. The components being implemented across all sites include:
  • Systems based on data analysis to support all students, including gifted and high achievers, academically and behaviorally.
  • A commitment to Universal Design for Learning instructional strategies, ensuring all students can learn through differentiated content, processes, and products.
  • Proactive integration of instructional and intervention support aligned with CCSS to address student needs before they experience failure.
  • Ongoing professional development utilizing research-based strategies and curricula for initial instruction and interventions.
  • Strategies to transform traditional practices across all school settings.

Frequently Asked Questions

What is the Multi-Tiered System of Supports (MTSS)?
A systemic approach that includes several Tiers of support to address all students’ academic, behavioral and social/emotional needs.
Why is RUSD committed to the implementation of MTSS?
This is a result of district and parent interest in the development of aligned supports and interventions integrated within current, effective district practices to ensure all students are academically and socially successful in our schools.
Who is involved in this work and what are they doing?
District teams continue to meet and examine data about student learning and site implementation of mathematics and reading initiatives. This helps the district to understand how instructional and socio-emotional programs and staff and programs can continue to be leveraged or redesigned to become a more tightly integrated system of services and supports.
What evidence can parents and staff see at school sites as evidence of MTSS implementation?
There are a variety of entry points for each school to begin coordinating academic and behavioral support services for students. On the academic side of the district’s developing tiers of support, staffs are beginning to utilize Universal Designs for Learning, or strategies for students to engage in learning, experience a range of representations of content, and a variety of options for demonstrating their understanding of what they’ve learned. Sites are beginning to utilize screening and progress monitoring assessments to collect data about student learning, and use this to provide additional supports including reading interventions throughout the week. Behaviorally, many sites have launched the Positive Behavioral Interventions and Supports (PBIS) to provide school and classroom behavioral expectations for all students. Many sites are now implementing social skills groups for students who need additional support and school based therapy for those students who have more intense socio-emotional needs. All of these components create an integrated system of research based practices designed to ensure all students are successful.
How will MTSS be sustained over time?
MTSS success will be sustained over time through the use of data informed decision making, and targeted professional development around our implementation of evidence based practices for academic and behavioral support. This continuous improvement cycle will ensure effectiveness of MTSS.