Academic Support

The Academic MTSS team’s work is defined through System 5 in all areas connected to ACADEMIC outcomes.

Our goal is to reduce the number of students performing below grade level through acceleration opportunities.

1. We support school decision-making processes to accelerate academic outcomes identified in Component 4: Leveled Supports by:

- - identifying students who need short- and long- term academic supports
  - identifying resources and providing coaching
  - supporting your school as you monitor student outcomes as a result of these interventions (Tiers 2 and 3)

2. We are here to support MTSS systems by:

- - identifying, refining, and analyzing evidence-based strategies and interventions to accelerate academic outcomes for students
  - considering what data is necessary to collect and analyze to determine the impact of those strategies and interventions

Tier 1:

High quality core instruction using district and school resources focused on deeper learning for ALL students.
Effective core instruction should meet the needs of the majority of students in the class (80%).
Universal screener used to guide instruction and acceleration.
Flexible small group(s) offer differentiated and personalized learning experiences, re-teaching, and ongoing practice.

Tier 2:

Re-teaching of essential standards/areas of need that were not mastered during Core (Tier 1) instruction by no more than 15% of students.
Small group (25-30 minutes, three days a week).
Progress monitoring occurs on a weekly/bi-weekly basis.
Tier 2 and Tier 1 instruction run concurrently with each other.
Academic supports for Tier 2 may occur within the workshop time in core instruction.

Tier 3:

No more than 5% of the student population should need Tier 3 supports. If more students are identified, there is a need to analyze the effectiveness of the core (Tier 1) instructional programming.
Progress monitoring occurs on a weekly basis.
Tiers 1, 2, and 3 will run simultaneously for students assigned to this support.
Intervention is evidence-based and targets foundational skill.

classroom with young children sitting around 2 tables. plastic bins in the center of the tables. open workbooks in front of the children

Math

Resources

Leveled Mathematics Supports

a teacher is in the front of the room with young children sitting in front of her on the floor. the teacher has an open book in her hands facing the students.

ELA

Resources

Leveled Reading Supports

Differentiation: Tiers for ALL

a graphic showing a 4 step process. 1 content, what is to be learned. 2 process, how students acquire information. 3 product, how students demonstrate learning. 4 learning environment, where and with whom students learn.

Workshop through Differentiation

Differentiation and RTI: A Natural Fit

Equity: Tiers for ALL

The 5 Cultural Competence Essential Elements

Assessing Cultural Knowledge (Harvard's Project Implicit)
Valuing Diversity
Managing the Dynamics of Difference
Adapting to Diversity
Institutionalizing Cultural Knowledge

Culturally Relevant Teaching

Is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994)

Characteristics of culturally responsive teaching are:

- - Positive perspectives on parents and families
  - Communication of High Expectations
  - Learning within the context of culture
  - Student-centered instruction
  - Culturally mediated instruction
  - Reshaping the curriculum
  - Teacher as facilitator

Resources

Critical Practices for Anti Bias Education

Teaching Tolerance

8 Key Practices LIVE LINKS

ESL Department

Vision: All Multilingual Learners become academically successful English language readers, writers, listeners, and speakers in a welcoming and culturally responsive environment.

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