May 2, 2023
Week of May 1st
- Tier 2 Academics Defined
- Tier 2 Targeted Intervention Flow Chart
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.
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.
Tier 2 Flowchart - Successful Implementation of Targeted Intervention
- Use to identify students not meeting grade-level expectations, and if not, to identify specific areas of need for intervention
Tier 2 Targeted Intervention
- Identified students receive Tier 2 targeted intervention
- Progress monitoring - ongoing data collection
- After 6-8 weeks, collaborate and analyze progress monitoring data
- If the student(s) have mastered the specified learning goal/target they can exit the targeted intervention program
- If the student(s) have not mastered or made adequate progress of the specified learning goal/target they continue participating in the targeted intervention group for a 2nd time. (12 weeks minimum)
- After 2 cycles without adequate progress is not made, the student(s) would move to MTSS Tier 3 supports for academics
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)
"While a 90% achievement goal seems bold and lofty, why would we not believe and expect that our LSD students can and will meet district or state academic standards?"
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).