Going PRO
Going PRO
Embedded Files
Student HANDBOOK
Student HANDBOOK
Attendance
Attendance
Behavior
Behavior
English Learner (EL) Supports
English Learner (EL) Supports
Background Information - MTSS
Background Information - MTSS
MTSS Definition
MTSS Definition
The Michigan Department of Education defines a Multi-Tiered System of Supports (MTSS) as a comprehensive framework comprised of a collection of research-based strategies designed to meet the individual needs and assets of the whole child. MTSS intentionally interconnects the education, health, and human service systems in support of successful learners, schools, centers, and community outcomes. The five essential components of MTSS are inter-related and complementary. The MTSS framework provides schools and districts with an efficient way to organize resources to support educators in the implementation of effective practices with fidelity so that all learners succeed.
For districts and schools that are implementing MTSS, student assessments may be the linchpin of the entire system. Every team that is constructed and every plan that is developed is all for the purpose of producing positive student outcomes. The data from student assessments is the proof of the MTSS successes and gaps.
Looking at school-wide data from student assessments helps with program evaluation. Schools can see the overall impact of supports. The data can show what areas need to be addressed at the district, school, and classroom levels.
At an individual level, student assessments show the skills and needs of each student. This information is used to help match the right supports with the student.
What are EWIs?
What are EWIs?
EWIs are data points that district and school staff use to determine which students are at-risk. Schools and districts use an early warning system (EWS) to collect and analyze the EWIs.
School and district staff analyze the school-wide data for program evaluation. The EWIs are also used for universal screening to determine which students need additional support and to choose appropriate strategies for those students.
EWIs are easy to understand data that are already being collected by the schools, so all school staff should be able to recognize and address the concerns around individual students.
EWIs fall into one of three categories: attendance, behavior, and course performance. Students are flagged with an EWI if they meet certain risk thresholds.
Most of the EWIs are measured at the end of each term (each quarter, semester, or trimester). The EWI is based on the data from a single term and does not carry over from one term to the next. This way, the performance in one term does not impact the data in the next term. This allows staff to properly monitor student progress.
Certain EWIs are also calculated within the first 20 days of the school year. This early data helps staff identify which students are at-risk before waiting until the end of the first term. Because of the short timeframe, and for consistency from term to term, the data from the first 20 days are also included in the data for the first term.
Acceleration vs. Remediation vs. Intervention_ What’s the Difference_ _ Edmentum Blog.pdf
Formative Assessments & Remediation
Formative Assessments & Remediation
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately through remediation
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal or project for early feedback
Summative Assessments
Summative Assessments
"The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
Midterm Assessments
Final Projects
Reseach Papers
Formal Presentations
Formal Student Evaluations
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
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