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Multi-Tiered Support Systems

The School Town of Munster is committed to ensuring every student has the support they need to succeed academically, socially, emotionally, and behaviorally. One of the key frameworks that helps us achieve this is our Multi-Tiered System of Supports (MTSS).

MTSS is a comprehensive, schoolwide framework designed to ensure every student receives the academic, behavioral, social-emotional, and wellness support they need to thrive. Each school uses data-informed decision-making to identify student needs, monitor progress, and provide timely interventions and enrichment opportunities.

Our K–12 MTSS framework is designed to meet the developmental needs of students at every stage—from early learners through high school. Built upon high-quality core instruction, MTSS provides targeted supports that promote academic achievement, positive behavior, physical and mental wellness, and social-emotional growth. By focusing on the success of the whole child, the School Town of Munster is committed to ensuring every student has the opportunity to learn, grow, and reach their full potential.

Multi-tiered System of Supports

Dyslexia Reporting Information

In 2015, the Indiana General Assembly passed House Enrolled Act (HEA) 1108. This law put in place an official definition for dyslexia in Indiana. This definition is based on the International Dyslexia Association’s definition of dyslexia. When referring to dyslexia, the Indiana Department of Education (IDOE) uses the language from HEA 1108.

House Enrolled Act 1108 defines dyslexia as: A specific learning disability that: (1) is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities; (2) typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction; (3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and (4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7.

Beginning in the 2019 ‐ 2020 school year, Senate Enrolled Act 217 requires schools to universally screen all kindergarten, first, and second‐grade students annually to identify and predict students who may be “at some risk” for dyslexia. 

STM will utilize universal screeners approved by the Indiana Department of Education that includes indicators for dyslexia that include:

  1. Phonological and phonemic awareness
  2. Sound symbol recognition
  3. Alphabet knowledge
  4. Decoding skills
  5. Rapid naming skills
  6. Encoding skills

If a student is determined to be at risk for dyslexia following this screening, a Level I dyslexia screening will be administered with parent consent. If a student's dyslexia screening indicates the need for dyslexia intervention services for the student, the dyslexia intervention may include one or more of the following:

  1. Explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
  2. Individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
  3. Meaning‐based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
  4. Instruction that incorporates the simultaneous and use of two or more sensory pathways during teacher presentations and student practice; and
  5. Other instructional approaches as determined appropriate by educational team.

Dyslexia interventions used during the 2024-2025 school year:

  • UFLI Foundations
  • Orton Gillingham
  • Flyleaf Decodable Fluency