April 18, 2023
Week of April 17th
- Tier 2 Academics Defined
- Tier 2 Look fors
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 intensification matched to the learner's need.
Academic Tier 1 Recap:
LSD will provide core instruction and/or universal support to ALL students with the goal of having high-quality instructional practices and curricula such that 85% of our students are successful.
Defining Academic Tier 2
Tier 2 instruction in the Lansing School District is a targeted intervention platform consisting of supplemental, targeted interventions intended for some learners who require supports or extension beyond Tier 1. (Source: Michigan Department of Education MiMTSS webpage). Tier 2 will be considered the first line of intervention for students. Intervention at this level will be reserved for those students who are below-benchmark scores on LSD selected universal screening assessments. Tier 2 instruction will be provided at a time outside of the core instructional block. Intervention groups are homogeneous by skill deficit and typically are smaller and more focused than small groups during the core instructional time.
Look Fors and Interventions of Tier 2:
Note: Professional development for those providing intervention instruction on program components is recommended
Workshop Model in Action
📸 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).