Special School District No.

1
Minneapolis Public Schools
1250 Broadway Ave. W. Minneapolis, MN 55411
http://www.mpls.k12.mn.us
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6121
Academic Supports Policy 6121
Original Adoption: 08/13/1985 Effective Date: 08/14/1985
Revision Dates:
Review Dates:

I. PURPOSE
Minneapolis Public Schools is committed to preparing students to be college and
career ready. This is accomplished not onlyprimarily through rigorous, standards-
based general education core instruction, differentiated appropriately by the
teacherto students levels of readiness, interests, and learning styles., but alsoIn
addition to core instruction, it is our commitment to provide through specific and
strategic academic supports for those students who need them to be successful.
The purpose of this policy is to establish the plan for providing academic supports
to students within the general education program.
II. GENERAL STATEMENT OF POLICY
A. The district shall develop and use a multi-tiered system of instruction to assist
students to be academically successful. Broadly stated the system of
instruction shall include:
1. Core instruction available to all students, appropriately differentiated by
classroom teachers (tier 1);
2. Supplemental instruction added to core instruction for those students who
have additional academic needs that core instruction has not met
(customized tier 1);
3. Intensified instructionAcademic interventions targeted to address
significant academic needs when core and supplemental instruction has
not meet student academic needs (tiers 2 and 3).
3.4.TBD

B. Because Eearly identification of academic needs not being met by core
instruction is essential to student success, therefore the district shall
implement a screening process in each grade to determine whether students
are eligible for academic interventions. eEvaluation of student needs shall be
on-going and data based measured by multiple means ofdriven by data from
multiple assessments, including observation, benchmarks, screening and high
stakes assessments. Wherever possible, assessments used for screening
purposes should be assessments already in use for other purposes.

C. The Superintendent, or superintendents designee, shall
1. approve or endorse appropriate interventions and academic supports;
Comment [ML1]: This is not really an RTI
policy, as it only pertains to academic supports. If
we move forward with this policy, we would need
to pass a similar behavioral supports policy.
Otherwise, we need to re-cast this policy around
academic and behavioral interventions to truly
make it a comprehensive intervention/support
policy.
Comment [ML2]: Do we want to add a point
here around referral and evaluation for Special
Ed?

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Special School District No. 1
Policy 3330
Minneapolis Public Schools
807 N.E. Broadway Minneapolis, MN 55413
http://www.mpls.k12.mn.us
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2. establish metrics to determine when a student should enter into and exit
from a higher level tier of support;
3. assure access to appropriate resources (including instructional materials)
to meet student needs;
4. provide or approve professional development to support instruction,
development of interventions and academic supports, and data review.;
4.5.communicate regularly with school principals regarding overall
implementation fidelity of academic interventions and strategies for
increasing effectiveness.

D. Parents shall be notified when students are identified as needing higher level
tiers of support or when the student is being exited from the higher level tier
of support. Parents shall be informed of the specific strategies in
supplemental or intensified instruction that will be used to improve the
students rate of learning. Parents will also be made aware of their students
progress in academic interventions.
III. RESPONSIBILITY
A. The Superintendent is authorized to develop procedures to implement student
academic supports and interventions; and use teacher observations, and
classroom, school, or district assessments to identify students who are at risk
of academic problems and therefore in need of academic supports.

B. Each school shall develop within the parameters established by the
Superintendent a plan for providing multi-tiered support to students.
Principals shall take the responsibility for leading this work.are responsible
for developing the plan in accordance with district guidelines.

C. Principals shall consider school academic support needs in establishing both
school budgets and schedules, to assign appropriate resources and provide for
appropriate planning.

D. Teachers shall work within their school plan, and collaborate within school
teams to:
1. Seek assistance from school specialists for appropriate differentiation;
2. Establish a plan of support for individual students from approved or
endorsed interventions;
3. Choose appropriate supports to meet student needs;
4. Document student progress at regular intervals

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Special School District No. 1
Policy 3330
Minneapolis Public Schools
807 N.E. Broadway Minneapolis, MN 55413
http://www.mpls.k12.mn.us
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Nan MillerNan MillerNan Miller 7/4/2014 10:10 AM1/2/2014 3:00 PM1/2/2014 12:55 PM
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3.5.Report on student progress in intervention programs to parents
4. Establish entrance and exit metrics.

E. Teachers and other school staff shall implement the support plan as
determined for students with fidelity and exit students from academic supports
as soon as they are no longer necessary.

F. Schools shall inform parents of their rights to have students who are not
showing academic success assessed for special education services.

Legal References:
Legal References

Cross References:
MPS Policies and Regulations Refer

Comment [ML3]: District will establish these.