Multi-Tiered Systems of Support (MTSS) is a framework that focuses on intervention within the areas of academics, behavior and social-emotional learning. Each area follows the 3-tier system moving from general support to targeted and intensive interventions. TEA is in the process of transitioning to the MTSS framework and The ESC Region 12 will offer technical assistance, coaching, and training sessions to LEAs in order to make this a smooth journey.
To find out more about TEA’s vision for MTSS please view the MTSS Q&A Document.
ESC Region 12's Response to Intervention (RtI) Support program provides professional development through training, technical assistance, and leadership to district and charter school personnel. The program is based on both federal legislation and a statewide initiative.
Technical assistance to LEAs is offered to develop a district/campus framework that addresses the needs of all students through a continuum of services which provide high-quality instruction and tiered intervention strategies aligned with individual student needs for grades K-12.
RTI & MTSS ONSITE TRAININGS & TECHNICAL ASSISTANCE AVAILABLE
Needs assessment for district/campus
Design/Revision of RTI processes
Data collection and use for guiding instruction
Implementation of MTSS processes
Coaching support for implementation
Coaching support for interventionists
Training in processes and procedures
Subscribe to the ESC Region 12 MTSS Newsletter if you’d like to
receive information and updates regarding RTI & MTSS.
ESC Region 12 Counseling and School Health Services
ESC Region 12's Counseling Services & Coordinated School Health Services offer expert assistance, information updates, and high quality training to support counselors, public school health care providers, health educators, physical educators, school nurses and other school staff members designated to ensure the health and wellness of the children in Region 12.
Tiered Interventions Using Evidence-Based Research
Tiered Interventions Using Evidence-Based Research, or TIER, is a project funded by the Texas Education Agency. Our goal is to provide educators, caregivers, and other educational stakeholders with the knowledge and materials to ensure appropriate implementation of multi-tiered system of supports (MTSS) in every school across Texas.
The Meadows Center - Building RtI Capacity
Funded by the Texas Education Agency (TEA), the goal of the Building Capacity for RtI Project is to build capacity for Texas schools to implement Response to Intervention (RTI) as a means for improving student achievement, reducing the number of students with learning difficulties, and reducing disproportionality.
Center on Multi-Tiered System of Supports
Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.
National Center on Intensive Intervention
The National Center on Intensive Interventions (NCII) is housed at the American Institutes for Research, and works in conjunction with many of our nation's most distinguished data-based individualization (DBI) experts. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and is part of OSEP's Technical Assistance and Dissemination Network (TA&D).
RTI Action Network
The RTI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation's leading education associations and top RTI experts.
Positive Behavior Interventions and Supports
The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education's Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. Emphasis is given to the impact of implementing PBIS on the social, emotional and academic outcomes for students with disabilities.
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