Unit 3 Introduction & Objectives

Introduction

In the last unit, we emphasized the significance of considering various data points to assess whether students are meeting grade-level standards. Now, we'll shift our focus to analyzing intervention data to gauge its effectiveness in bridging learning gaps. Additionally, we'll explore resources containing interventions and progress monitoring techniques. By the unit's end, you'll have the chance to evaluate the efficacy of interventions for your at-risk students and determine the best methods for supporting their learning needs.

Objectives

Interpret data to determine effectiveness of instruction and intervention
Select appropriate interventions to address instructional needs
Select appropriate progress monitoring methods to assess student progress

Lesson 1: Determining the Effectiveness of Instruction and Intervention

Using the students identified for MTSS support in Unit 2, we will now look at their data on the following chart. This chart shows how each student's growth is trending. Notice the Target line in purple on the top of the chart. This line shows where the students should be performing. The goal of having students in MTSS is to provide instruction and intervention to “close the learning gap.” We want to see the space between the students current level of performance and the target score getting smaller - hence, closing the gap. As you look at the chart below, consider the following:

Which students are “closing the gap”?
Which students need a change in their MTSS plan?

Summary of Findings:

Students B, M, and Q are responding positively to their MTSS intervention plan. Their trend lines are showing they are closing the gap.
Student R is making progress however it is likely the gap will increase if the current rate of progress continues.

Next Steps:

If all four of these students were receiving tier 2 interventions, the MTSS committee would likely continue the current intervention strategies for Students B, M, and Q. The MTSS committee would likely hold a meeting to discuss Student R since the data is not showing progress at a rate where the learning gap is closing. At this meeting, the team would likely:

look at the students' attendance record. If the student has multiple absences, an attendance plan may be put in place. A child cannot benefit from interventions if they are not in school to receive them.
look at the students’ discipline record. If the student has multiple discipline referrals, a behavioral intervention may be put in place. A child cannot benefit from instruction they are missing due to a lack of attention to instruction or removal from the instructional space.
If attendance and discipline are not the source of missed instruction/intervention, the team will likely look at making a change to the intervention plan. This could include changing the level of support, such as moving a student from tier 2 to tier 3, or changing the intervention focus. We will look at this in Lesson 2.

Key Takeaways

Using trend lines helps identify whether learning gaps are closing.
If a student's data is showing their learning gap is closing, the student is responding positively to the interventions in place.
If a student’s data is showing their learning gap is not closing, the MTSS team will meet to determine if changes to the intervention plan need to be made.

Lesson 2: Interventions and Progress Monitoring Methods

As discussed in Module 1, MTSS follows a 3-tiered framework of support. All students receive Tier 1 core instruction. This includes differentiation and scaffolds the teacher may use. Tier 2 support is provided in addition to Tier 1 when students need additional support. When Tier 3 support is given, it is also in addition to Tier 1 but is more intensive than Tier 2 because the group size is smaller (1-2 students) and the frequency and duration of the intervention increases. View the following resources to learn about the three MTSS intervention levels, some interventions that may be used, and progress monitoring methods.

MTSS Intervention Levels

This AIR Center on Multi-Tiered System of Supports article provides tips for intensifying instruction at tier 1.

This AIR Center on Multi-Tiered System of Supports infographic provides essential features of tier 2.

This AIR Center on Multi-Tiered System of Supports infographic provides essential features of tier 3.

MTSS Interventions

The Comprehensive Center Network website offers resources on Multi-Tiered Systems of Support (MTSS) covering various topics including: Intervention Strategies, Data-Based Decision Making, Implementation in Elementary and Secondary Settings, Support for English Learners, Literacy and Mathematics Instruction, Behavior Management, Social-Emotional Learning, and Mental Health Support. Additionally, resources for Alternative Education are available.

Multi-Tiered Systems of Support Resources

The Intervention Central website provides free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

Intervention Central

This AIR National Center on Intensive Intervention website provides resources to support the selection and evaluation of Tier 1, Tier 2, and Tier 3 or intensive interventions.

Levels of Intervention and Evidence

This page from the Intervention Hero website provides free or inexpensive research-based interventions to support struggling learners with best practice instruction.

Academic Research Based Interventions

This brief from the AIR National Center on Intensive Intervention highlights that students requiring intensive intervention often face social, emotional, and behavioral challenges affecting their academic and community success. While social and emotional learning (SEL) is increasingly used in schools, there's often a lack of explicit focus on students with intensive needs; thus, the brief provides an overview of how SEL relates to intensive intervention and offers sample strategies for skill-building among these students.

Social Emotional Learning and Intensive Intervention

Progress Monitoring

This infographic from the AIR Center on Multi-Tiered System of Supports provides a visual to compare progress monitoring processes and tools between elementary and secondary schools.

What is Progress Monitoring?

This Branching Minds free download offers a guide that underscores the transformative power of progress monitoring within MTSS, converting data into meaningful dialogue and narratives to ensure every student is recognized, comprehended, and supported. It provides effective techniques and nuanced data interpretation to facilitate student growth, along with editable templates, a step-by-step breakdown of progress monitoring, and additional helpful resources, catering to educators at all levels of familiarity with MTSS.

The Ultimate MTSS Progress Monitoring Guide and Toolkit

This AIR Progress Center article introduces a six-step routine providing a quick reference guide to enhance progress monitoring procedures, aiming to improve student outcomes in subjects like reading, writing, or mathematics, while also boosting student motivation and self-efficacy. The materials, along with note-taking logs and fidelity checklists, support teachers and specialists implementing academic progress monitoring from kindergarten through secondary grades, with potential adaptation for behavior or other skill monitoring.

Six-Step Protocol: Progress Monitoring Performance Feedback and Goal-Setting Instructional Routine

In this Illuminate Education video, Dr. Rachel Brown explains that progress monitoring and monitoring progress are distinct in schools - progress monitoring involves collecting data weekly through standardized assessments to track student growth, while monitoring progress is more informal and involves daily observations by teachers to ensure student engagement and readiness for tasks. Both methods are crucial for making informed decisions about students' goal achievement.

In this Reading Science Academy video, Stephanie Stollar discusses 5 tips for progress monitoring:

https://www.youtube.com/watch?v=9YOyLPY82sA

Key Takeaways

Progress monitoring is a formal system of collecting data with a standardized assessment so we can see student growth.
Monitoring progress is done informally every day as teachers are teaching.
Progress monitoring requires the teacher to make instructional changes based on what the data is showing

Self-Assessment & Discussion

Self-Assessment

Check your understanding by answering the following questions.

Look at the universal screening data for the students in your class.
1. Identify a student who would benefit from MTSS support.
2. Are there any students who have a learning gap that is closing?
3. Are there any students who have a learning gap this is not closing?
Find an academic intervention you could use with one of your students.
Find a behavioral intervention you could use with one of your students.

Discussion

Share one intervention you've selected and outline your plan for monitoring its progress for a student in your class whom you identified as requiring additional support during unit 2. Do not use any identifying information if you choose to refer to specific students in your response. Use the Discussion tab (at the top of this page, above the navigation links) to share your response in a discussion post.