May 16, 2023
Week of May 15th
- Tier 2 Progress Monitoring
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 Progress Monitioring
A key component of MTSS occurs throughout the data based individualized process to assess responsiveness to the validated intervention platform as well as adaptations to the intervention
- Prior to Intervention: intervention teams should develop a progress monitoring plan outlining the progress monitoring tool, student goal(s), and data collection and review frequency.
- During Intervention: delivery of the validated and adapted intervention, educators should collect and graph frequent progress monitoring data.
- After Intervention: sufficient data are collected, they are graphed and evaluated against the student’s instructional or behavioral goal to determine whether the student is making sufficient progress. If so, the teacher continues to implement the validated or adapted intervention. If the student’s progress is insufficient, the teacher consults with a team to determine how to further intensify the intervention. This cycle repeats regularly throughout the DBI process, with adaptations to the intervention indicated using phase change lines on the progress monitoring graph.
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)
- Techniques used by the 90/90/90 Schools are persistent. The Students are still poor and their economic opportunities have not improved. Nevertheless, more than 90% of the students in these schools continue to meet or exceed state standards.
- Techniques used by the 90/90/90 Schools are replicable. The first time the district(Milwaukee Public Schools) tracked these schools; only seven 90/90/90 Schools were identified. In the most recent report, 13 schools meet the criteria for this distinguished label.
- Techniques used by the 90/90/90 Schools are consistent. These schools are not lurching from one fad to another. While they differ in some respects with regard to implementation, they are consistent with regard to the following areas of emphasis:
- Writing -- Frequently
- Performance Assessment
- Focus on learning
📸 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).