Keeping Focus on Improved Student Outcomes: MTSS as an Interdependent System with Special Education Eligibility Determination

Overview & Synopsis

State education agencies have long had the freedom to determine how they meet the requirements of the Individuals with Disabilities Education Act (IDEA). This federal law requires provision of a free and appropriate public education to students with disabilities with the intention of improving their educational outcomes. The purpose of this paper is to suggest how state education agencies can reconsider how they meet the IDEA "special education eligibility determination" requirements. Specifically, the paper describes how districts can use their multi-tiered system of support (MTSS) as an interdependent system for meeting these requirements while maintaining a coherent, steadfast focus on improved student outcomes. An integrated approach elevates the full humanity of children and their belonging in their school and community. Further, it promotes an evaluation process that prioritizes educators' knowledge, experience, expectations, and natural environments as the context for understanding student performance and planning for effective instruction. [This position paper was developed using IDEA Part B funds.]