The purpose of this handbook is to provide families with a guide to ensure a successful partnership between families and Movement Schools. Click to view and download the Movement Schools Family Handbook below. Please don’t hesitate to reach out if you have a question or concern. We look forward to being part of your child’s educational journey as they learn and grow here at Movement Schools.
Attention scholars! The new school year is just around the corner, and it’s time to gear up for success. To get off to a great start, make sure to download and review the school supply list. Scholar’s are asked to bring what they can.
Download the School Supply List by Grade
The Integrated Academic and Behavior Systems Division at North Carolina Department of Public Instruction supports the implementation and sustainability of a Multi-Tiered System of Supports (MTSS). MTSS is a multi-tiered framework which promotes school improvement through engaging, research-based academic and behavioral practices. NC MTSS employs a systems approach using data-driven problem solving to maximize growth for all. The agency’s vision for MTSS is that every North Carolina pre-kindergarten-12th grade public education system implements and sustains all components of a Multi-Tiered System of Support to ensure college, career and community readiness for all students.
The Movement School MTSS District Implementation Team will provide support for total school improvement by providing professional development, coaching, and visibility that helps to promote college, career, and community readiness for all students. Movement School in conjunction with IABS believes that MTSS is the most effective and efficient approach to improving school outcomes and student performance thereby ensuring equitable access to a sound basic education.
NCDPI will prepare and support LEAS to implement a multi-tired system of support for total school improvement by providing professional development, coaching and technical assistance, research and evaluation, and communication and visibility that results in college, career and community readiness for all students. NCDPI believes that MTSS is the most effective and efficient approach to improving school outcomes and student performance thereby ensuring equitable access to a sound basic education.
The implementation of this mission through the collaborative efforts across the NC DPI will allow each district and charter school to develop a Multi-Tiered System of Support in each of their school buildings, to ensure every student has equitable opportunity to graduate from high school prepared for further education, work, and citizenship. MTSS is built on a strong foundation of six critical components, which have been vetted through North Carolina practitioners and the North Carolina Department of Public Instruction.
Every NC Pre K-12 public education system implements and sustains all components of a multi-tired system of support to ensure college, career and community readiness for all students.
The building principal, assistant principal(s), and school leadership team are critical to implementing MTSS at the school level. They engage staff in ongoing professional development for implementing MTSS, plan strategically for MTSS implementation, and model a problem-solving process for school improvement. The school principal also supports the implementation of MTSS by communicating a vision and mission to school staff, providing resources for planning and implementing instruction and intervention, and ensuring that staff have the data needed for data-based problem-solving.
School-wide capacity and infrastructure are required in order to implement and sustain MTSS. This capacity and infrastructure usually include ongoing professional development and coaching with an emphasis on data-based problem-solving and multi-tiered instruction and intervention, scheduling that allows staff to plan and implement instruction and intervention, and processes and procedures for engaging in data-based problem-solving.
Ongoing communication and collaboration are essential for successful implementation of MTSS. Many innovations fail due to a lack of consensus, lack of feedback to implementers to support continuous improvement, and not involving stakeholders in planning. In addition to including stakeholders in planning and providing continuous feedback, it is also important to build the infrastructure to communicate and work with families and other community partners. These practices increase the likelihood that innovative practices will be implemented and sustained.
Given the importance of data-based problem-solving within an MTSS model, the need for data and evaluation system is clear. In order to do data-based problem-solving, school staff need to understand and have access to data sources that address the purposes of assessment. Procedures and protocols for administering assessments and data use allow school staff to use student data to make educational decisions. In addition to student data, data on the fidelity of MTSS implementation allow school leadership to examine the current practices and make changes for improving MTSS implementation.
The use of data-based problem-solving to make education decisions is a critical element of MTSS implementation. This includes the use of data-based problem-solving for student outcomes across content areas, grade levels, and tiers, as well as the use of problem-solving to address barriers to school-wide implementation of MTSS. While several models for data-based problem-solving exist, the four-step problem-solving approach includes: 1) defining the goals and objectives to be attained, 2) identify possible reasons why the desired goals are not being attained, 3) developing a plan for implementing evidence-based strategies to attain goals, 4) evaluating the effectiveness of the plan.
The three-tiered instructional/intervention model is another critical element of MTSS implementation. In a typical system, Core (Tier 1) includes the instruction all students receive; Supplemental (Tier 2) includes additional instruction or intervention provided to students not meeting benchmarks; and Intensive (Tier 3) includes intense, small group, or individual interventions for students showing significant barriers to learning the skills required for school success. It is important to consider both academic and social-emotional/behavioral instruction and interventions when examining this domain.
Special education is an integral part of Movement School and is not viewed as a separate order. Rather, as an opportunity to participate in the creation and maintenance of a total educational environment suitable for all children. The particular function of special education within Movement is to identify children with exceptionalities and to aid in both regular and special programing to build accommodative learning opportunities for all of our students. Individualized instruction and student achievement are valued by Movement School. This is evident through the services that are available, including:
Project child find is a part of a federal law called the Individuals with Disabilities Education Act (IDEA) that mandates schools to locate and identify children and youth ages 3-21 with suspected disabilities who may be entitled to special education services. Movement will provide parents information on Child Find in the student handbook and also on the Movement website. Movement faculty and staff will assist in the Child Find process in the following ways;
When a teacher and/or parent suspects delays in the development of speech-language, readiness, motor, social-behavior, academic, and self-help skills a meeting will be called to discuss. Concerned parents may then contact EC Coordinator to request evaluations (or re-evaluations) to be considered for Exceptional Children services.
Section 504 Impartial Due Process Hearing Procedures
Movement will accept transfers of IEPs and 504 plans from both NC and other states. Parents must indicate on their enrollment forms that a student has an active IEP or 504 plan in place. Movement will request transfer of records prior to the first day of school.
Transfer Students-If a student transfers to Movement and has a current IEP from out of state, the IEP team is required to provide comparable services until the student is found eligible in North Carolina and a new IEP is developed. Exceptional Children’s services will be in place from the time of enrollment.
Special education takes many forms and can be provided within a broad spectrum of educational environments. Children with special educational needs should be served in regular classes when possible. Movement believes that the goal of educating exceptional children with non-exceptional children is desirable as long as it enhances the child’s educational, social, and emotional development. However, we understand that this is not always possible and/or beneficial to the students involved and that a Continuum of Services, ranging from regular class programs to home instruction, is available to meet the needs of children with exceptionalities.
Faculty and staff are to maintain confidentiality at all times and ensure the protection of the confidentiality of any personally identifiable data, information, and records collected or maintained by the school pursuant to Part B of the IDEA, and consistent with NC 1505-2.2 through NC 1505-2.18.
