May 23, 2023
Week of May 22nd
- Tier 2 Progress Monitoring Data and Adaptation
Multi-Tiered Systems of Support (MTSS)
MTSS is considered the "umbrella" of a tiered systems approach. MTSS encompasses the "whole child" (Cognitive, physical, behavioral, social and emotional) using data-driven problem solving to provide support for ALL students' needs.
The LSD MTSS tiered delivery system will provide a responsive framework that is effective for ALL students through the use of universal and individualized supports. Our MTSS system will be aligned to the core grade level curriculum, instruction, intervention, and identified supports will be provided on a continuum, and the tiers will be layered with intensity to match the learner's need.
Tier 2 - Targeted Intervention Data and Adaptation
Progress Monitoring Data
When a student fails to respond to a targeted intervention, teams need to identify why the student is not responding to determine how to adapt the intervention. Progressing monitoring data can assist teams in this process.
Progress monitoring data may be collected through various formal and informal approaches. These may include standardized tools available through publishers; more informal approaches, such as error analysis of frequent progress monitoring data; or review of class assessments and work samples.
Targeted Intervention Adaptation
Using multiple data sources, the teacher or team makes a decision to adapt the intervention program to better meet the student’s individual needs. The teacher or team outlines these adaptations in an individual student plan. The plan may include adaptation strategies along several dimensions. These strategies may include quantitative changes, such as providing more opportunities for a student to respond by increasing the length or frequency of the intervention, or decreasing the size of the intervention group. The strategies also may include qualitative changes, such as altering the way content is delivered (e.g., more carefully selecting instructional foci aligned with students’ needs), changing how a student responds (e.g., providing more opportunities to practice orally and in writing), arranging environmental variables (e.g., arranging for instruction in a setting that allows students to focus without distractions), or adjusting the type of adult feedback and error correction a student receives. Often, a qualitative adaptation in combination with a quantitative change is necessary to meet a student’s unique needs. In some cases, the progressing monitoring data may indicate that the student requires a different intervention program or approach.
When making decisions about adaptations, the teacher or team may consider the dimensions of the Taxonomy of Intervention Intensity (strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral or academic support, and individualization) described in the validated intervention platform step. The dimensions help provide a systematic approach to intensification.
90|90|90 - Weekly Wonderment
90|90|90 Schools are identified as having 90% or more of the students eligible for free and reduced lunch, 90% or more of the students were members of ethnic minority groups, and 90% or more of the students met district or state academic standards in reading or another area. (Reeves, 2000)
Some of the greatest gains in overall achievement have taken place in schools that commit to nonfiction writing in every subject, every grade, every month. To make this commitment accessible to teacher whose expertise is not English language arts, it is helpful for the faculty to agree on the use of a single scoring rubric for every teacher within a grade level or span of grade levels and irrespective of the subject. This rubric is necessarily less complex and lengthy than typical rubrics, such as the commonly used six-trait rubric for writing. Teachers could use a truncated scoring guide such as the following in a middle school (Grades 6-8) in every subject.
- Not meeting standards: The reader is unable to make sense of the writing because it is illegible or the words don't make sense. the writing does not respond to the teacher's prompt.
- Progressing: The writing is legible and sentences are complete, start with a capital letter, and ends with appropriate punctuation. The grammar is mostly correct, and the writing progresses clearly with a beginning, middle, and end. The writing responds to the teacher's prompt.
- Proficient: All criteria for progressing are met, plus the sentences include key support details. Each paragraph has a topic sentence and clear conclusion. If there are multiple paragraphs, there are clear transitions from one paragraph to the next. If the writer is using external evidence or quotations, he or she includes the name, date, and source of the quotation.
- Exemplary: All criteria for proficient are met, plus the writing includes rich and powerful vocabulary. The writer not only responds to the teacher's prompt but also offers additional explanations, details, evidence, and arguments that help the reader understand the author's work.
(Graham, 2019, Reeves, 2002a)
📸 Share pictures of your class during the Workshop Model 📸
Gradual Release Model
Direct Instruction (mini-lesson) follows the gradual release model, in which the teacher first demonstrates the teaching point, models the new learning (I Do), then provides the students guided practice (We Do).