The Sibley East Schools provide a number of valuable support services for students. We welcome any question you may have regarding these services. Contact information is provided at the end of the article.
State of Minnesota
Minnesota State Department of Education explanation of MTSS: click here
Sibley East Schools Implementation of MTSS
Sibley East Public Schools offers a Multi-Tiered System of Supports (MTSS) district-wide in an effort to support the academic achievement for all students. We measure this academic success three ways:
Daily classroom formative and summative assessments
Quarterly FASTBridge assessments, and
Yearly Minnesota Comprehensive Assessments (MCA) starting in 3rd grade.
Explanation of formative and summative assessments: click here
Explanation of FastBridge assessments: click here
Explanation of Minnesota MCA's: click here
The above measures allow our students to move into and out of intervention groups as their needs change.
Our Response to Interventions (RTI) are usually in small groups, and we utilize researched-based strategies to meet student needs in the following areas:
For a more thorough explanation of Response to Interventions (RTI): click here
RTI is the practice of providing high quality instruction and research based interventions matched to student need, monitoring progress frequently to make changes in instruction, and applying child response data to important educational decisions. It is preventative and reactive.
The RTI program works closely with Title 1 students when insufficient progress is noted.
School Social Worker
My name is Michelle Halverson, MSW, LICSW, and I am the school social worker at Sibley East Elementary. This is my fourth year with Sibley East Schools and ninth year as a licensed school social worker. Many people don't know exactly what school social workers do. In a nutshell, school social workers are the link between home, school, and community.
For additional information, please visit my home page by clicking the link below:
Title 1 eligible students are defined as those who are failing or most at risk of failing to meet state standards in academic achievement.