Fill out MTSS Google Form for any academic or behavior concerns of student. Becky will email you a copy of our MTSS Forms that will need to be completed. From there, Becky and/or Matt will meet with teacher(s) to discuss data as we look at interventions and/or accommodations.
What is our MTSS process here at Bowman Woods? Take a moment and view the above presentation to better understand the Tiers of MTSS and how they are implemented at BW!
Tier One includes all students. Students will receive Core instruction with attention to priority standards as a focal point. Teachers will also use empirical evidence to design instruction for their students based upon specific skills/strategies to address deficits as well as enrichment opportunities. Students must receive 90-120 minutes of direct instruction daily in literacy through shared reading (grade level text), small group instruction (instructional level text), interactive read aloud (above grade level text), and independent reading (independent level band). The golden thread that binds these is word work, skills and strategies, and application through writing, listening, and speaking.
Tier Two is a more intensive, targeted intervention designed to be used 3-5 days a week in a small group (ideally three- six students) environment. Results of the diagnostic tool are used to strategically pair student need with the appropriate intervention tool. Intervention time will be based upon student needs and program protocol. The goal is to secure foundational skills and move them back into Tier One. All students are expected to continue to receive instruction in the Core in addition to the Tier Two intervention.
Tier Three is the most intensive intervention provided; it is not necessarily delivered through Special Education Services. To differentiate, reduction of group size (ideally no more than three students) and/or additional time interacting with intervention program is provided. Results of the designated diagnostic tool are used to strategically pair student need with the appropriate intervention tool. Often extended time is provided for this instruction (based upon the program protocol) which is accomplished through daily instruction. The goal is to secure foundational skills and move students into Tiers Two or One. All students are expected to continue to receive instruction in the Core in addition to the Tier Three intervention. Ideally, students would receive Core + More + Tier Three intervention.