EDUCATION ACADEMIC OR BEHAVIORAL CONCERN TIER I TIER II Support is needed to: I DO have documented Tier I instruction and routines, as well Establish Tier I as differentiated supports for the instruction and routines individual student. Differentiate Tier I learning for a student. Complete Request for MTSS Tier II Grade Level Team Support Meeting Form and submit Tier I Consult behavior (Steph) and documentation (academic to academic (Cristy) intervention Cristy/behavioral to Steph) support
Meeting 1 PLAN: Grade Level Meeting 1 DATA GATHERING:
team meets only and determines Classroom teacher meets with Tier I differentiation and data MTSS Team and parent(s) to collection. Teacher communicates present information about student with family. needs. Meeting 2 PLAN: MTSS Team only DO: Teacher implements meets to brainstorm appropriate differentiated instruction and intervention(s) and progress collects data for 4-6 weeks. monitoring. Meeting 3 CONSULT: Cristy or Meeting 2 REVIEW/EVALUATE: Steph meet 1:1 with teacher to Follow up with Grade Level Team provide interventions and to determine: progress monitoring.
Is what we OR should DO: Teacher implements
are doing we try new interventions and monitors working? Tier I progress for 4-6 weeks. intervention Meeting 4 REVIEW/EVALUATE: Follow up MTSS meeting to OR proceed communicate progress to family to MTSS and determine: Tier II OR should Is what we intervention we try new are doing working? Tier II Teacher communicates progress intervention to family. OR proceed to MTSS Tier III intervention
Getting Started with Teacher Clarity: Ready-to-Use Research Based Strategies to Develop Learning Intentions, Foster Student Autonomy, and Engage Students