Florida and Oregon have good statewide MTSS models and have lots of resources on their respective websites. floridarti.usf.edu/resources/pl_modules/index.html www.oregonrti.org
You can’t “use tier 2 to make up for a misalignment between tier 1 instruction and student needs”. Your stuff is absolutely golden! I love your content :) Would you maybe consider doing a video with a little more info on tier 1 instruction? Specifically perhaps some insight on how to merge high quality differentiated instruction responsive to universal screenings with teaching the grade level content. This has always been a bit of a messy area for me to wrap my brain around. I’ve read about class wide interventions when a certain percentage is below grade level….of course well planned scaffolding is important but it’s hard sometimes to envision what all of this looks like realistically when you have lots of students below grade level and everyone is kinda all over the place. It gets more complicated when there’s a district mandated pacing guide in the mix 🥴 Hope this makes some sort of sense, and I would love to hear your thoughts!
Well, you can't do it all. If a large percentage of students are at risk based on screening, it makes sense to teach skills like word recognition, fluency and reading comprehension in small, skill-based groups, and do the content knowledge, listening comprehension and vocabulary skills in whole group.
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Your content is JUST what I've been searching for!
Thanks!
I'm so happy to hear that!
I learned alot in this video. Can you recommend a book or resource where I can delve into this more?
Florida and Oregon have good statewide MTSS models and have lots of resources on their respective websites.
floridarti.usf.edu/resources/pl_modules/index.html
www.oregonrti.org
You can’t “use tier 2 to make up for a misalignment between tier 1 instruction and student needs”. Your stuff is absolutely golden!
I love your content :) Would you maybe consider doing a video with a little more info on tier 1 instruction? Specifically perhaps some insight on how to merge high quality differentiated instruction responsive to universal screenings with teaching the grade level content. This has always been a bit of a messy area for me to wrap my brain around. I’ve read about class wide interventions when a certain percentage is below grade level….of course well planned scaffolding is important but it’s hard sometimes to envision what all of this looks like realistically when you have lots of students below grade level and everyone is kinda all over the place. It gets more complicated when there’s a district mandated pacing guide in the mix 🥴
Hope this makes some sort of sense, and I would love to hear your thoughts!
Well, you can't do it all. If a large percentage of students are at risk based on screening, it makes sense to teach skills like word recognition, fluency and reading comprehension in small, skill-based groups, and do the content knowledge, listening comprehension and vocabulary skills in whole group.
AMAZING!