This presentation is about a general overview of the concept, understanding and implementation of this new approach call Multi-Tier system of supports. By the end of it you will be able to define MTSS and based on what you learned after this presentation certainly all this new concepts and ideas will be useful for each participant of this class who main goal it’s to become an excellent teacher.
A three- step approach.
A collaborative education process
A positive response to intervention in cover-up
A framework to help all students learn and succeed
A systemic practice to delay classify learners as being in need of special education
A flexible academic integrated instruction or behavioral support that it’s provided and adjusted to every student need to promote success for all.
Promoted an integrated connection to meet the needs of all learners by using all means available in an efficient and effective manner to provide strong and long term results for the greatest proportion of students using advanced procedure that are backed by evidence based scientific research designed to target specific areas to assist them in achieving success
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
Provides behavioral and instructional assistance in a convenient model without waiting for failure.
Reduces inappropriate referrals to special education and expulsions or suspensions. works in a way that results in continuous improvement of student learning. Within this system instructional software, assessment tools… may be used to provide or determine instruction/interventions and supports for studentsEfficaciously teach all students
Interfere on...
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...k to Tier I level receiving normal high core academic support like the rest of my group of students
I believe that it’s a good decision to study and have knowledge about this Multi-Tier Support system. Any instructor who is really committed to the students should get a better understanding of it, to find out if his students are at risk or not of academic failure or falling behind. This system help him to rethink if he needs to modify the instruction activities in a way that facilitates the absorption of the core curriculum for students that are not succeeding. Appropriate and immediate feedback should be provided if the teacher is able to assess the areas that a child is having difficulties and respond with an specific strategy that leads him to progress. As an outcome of early intervention, ongoing support and efficient teaching all learners will benefit from MTSS.
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
When asked what curricula is being used in each subject area and grade level and how we arrive at those choices Ms. Romig explained how the school uses Unique Learning System® and Ablenet®. They are both aligned to CCLS. Unique Learning Systems® is adapted at three different levels and can be adapted further to meet students differentiated needs. Unique Learning System® has units of study, is theme based and follows a three year plan. This curriculum adapts Literacy, Writin...
Student support teams develop and implement indluvailed plans for the students that are in need of tier 3 interventions. Students that many need tier 3 interventions is put into place when that child is struggling with their tier 2 supports. The school team determines whether the child needs to up their intervention to tier 3 or not. The school team hsa to review a progression monitoring data sheet before determining who is struggling and needs a referral to the tier 3 interventions. A tier ⅔ systems team comes into place when the child is in need of changing interventions. The ⅔ systems team helps create a student support team based of the child's needs. The student support team includes a content expert, someone who is familiar with the school system, individuals who are familiar with the students, and a member of the tier ⅔ systems team. The member of the ⅔ systems team is the main communication spokesman between the teams. Allowing this member to communicate for both teams allows the ⅔ systems team to listen or provided feedback and concerns, to secure tools or opportunities for
The purpose of integrating practices within the MTSS framework has multiple features with in its three level of tiers, that benefit both students and teachers resulting in improved outcomes in content learning as well as behavior and emotional domains. The intent of the integration of practices is to optimize learning, keep students engaged in learning and in the classroom, eliminate distractions, and the efficacy of instruction time using evidence based practices for academics and behavior skills. (McIntosh & Goodman, 2016). When selecting an evidence base practice it should have validation of multiple rigorous research studies that improve student outcome, as well as met standard of criteria from respected publications and meet four suggested criteria: (1) have at least two high-quality experimental studies, (2) studies conducted by teams from different institutions with at least one having no affiliation with the developers, (3) consist of documentation of positive educational outcomes with no negative side effects, and (4) evidence the practice can be fully implemented by school personnel with standard resources.
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
The INCLUDE strategy is based on the theory that what takes place in a classroom can either lessen the impact of student learning or increase it, making adaptations necessary to change, or modify student learning behavior. By evaluating a student’s learning needs and styles, and the demands of the classroom environment, a teacher can accommodate most students with special needs in their classrooms. (Friend & Bursuck, 2006)
There have been alot of different studies about school counselors working with low-SES students. It seems that low performance should be determined as early as middle school for low-SES students. With this early determination school personnel can assist these students with their long-term development. With the No Child Left Behind Act, there is a funds program,...
There are several school-level processes that may affect student outcomes either as direct effects of instructional practice or indirectly through support of students’ social-psychological needs (Rowan, B., Chiang, F.-S., Miller, R. J., 1996).
The literature review research and articles ranged in dates from 1995 to 2013. These articles are composed of over 50 studies, with the results being compared and evaluated over a vast time. The researchers examined the students’ permanent school records, documented the students’ gender, socioeconomic status, grade retained or intervened, teacher assigned grades, reading and mathematics, and the students’ standardized test scores (Rust & Wallace, 1993). Grade appropriate standardized test...
The Student Support Team (SST) is an interdisciplinary group of professionals and parents who attempt to address the needs of students who are having academic and or behavioral difficulties at school. SSTs are mandated by the Georgia Department of Education as a result of a legal decision Ollie Marshall case, 1984. The ruling address concerns that minority students were being disproportionately referred to and placed in special education programs. As a result, the SST model involves viewing students from a holistic perspective. It is also based on the premise that “two heads are better than one” when developing plans for students who are having difficulty in school.
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
Students’ engagement and performance in these assessment activities measure the effectiveness of my teaching method. If a few students perform poorly, I would encourage them to come to my office hours for individual tutoring; if more than one third of class has trouble reaching the class objectives, I would analyze where the trouble comes from and adjust my teaching and evaluation methods.
The teacher usually use it in classroom activities, for example, checking student's work informally to determine student's understanding of the lesson. The informations teacher receive from this assessment allows them to modify their lesson in a responsive and immediate fashion. This type of assessment works is very flexible for teacher to use. It works with both groups or individual reflections. Students could be not doing extra work to show teachers about their understanding and teacher could get informations by observing each student.
In order to develop a system functional system for an organization the best decision is to make a hybrid one. Not only taking the organizational objectives in consideration but also taking in consideration the employees and the external and internal factors that affects all of the organization.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.