May 30, 2023
Week of May 29th
- Review MTSS Academic Tier 1 and Tier 2
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.
Defining Tier 1 Academics
Tier 1 Instruction in the Lansing School District is considered the primary component of tiered instruction. All students receive Tier 1 Instruction on a daily basis in the general education setting through the LSD Workshop Model with differentiated instructional practices and strategies to scaffold the learning targets. It must include grade level standards and district adopted curricular tools.
Defining Tier 2 Academics
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.
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)
The Value of Feedback
"...the schools with significant improvements provided significantly more frequent feedback to students than is typically the case with a report card...teachers provided feedback in real time. They knew that a basketball coach does not provide hits on an effective jump shot nine weeks after an error, nor does a great music teacher note the improper position of the violinist's left hand weeks after noticing the mistake, but rather coaches and musicians provide precise and immediate feedback. In some cases, teachers took a triage approach, providing traditional report cards to successful and self-directed students, while providing weekly reports on their progress to students who were struggling."(Reeves, 2020)
"...research of student achievement revealed that feedback had a profound impact of student achievement, provided that the feedback was timely, accurate, and specific." (Marzano, Pickering, and Baily, 2001)
"Feedback is one of the top 10 influences on student achievement." (Hattie and Timperly, 2007)
Worktime Collaboration in Mrs. Hovenkamp's Resource Room!
Mrs. Hovenkamp's students at Everett answer comprehension questions and complete a Rally Coach with a peer about the novel Refugee.
📸 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).