Multi-Tiered System of Support
At Pioneer we believe that all students can learn as a result of effective instruction and that intervening at the earliest indication of need is important for student success. Each individual child is a unique learner who may require access to a comprehensive system of tiered interventions and differentiated instruction. We believe that students improve when ongoing academic and behavioral progress monitoring is used to inform individual student instruction and interventions. We believe that collaboration between teachers, support staff and parents is vital to effective problem-solving and development of interventions.
The Pioneer MTSS Process
* The student’s teacher, parent or support staff has concerns about his/her academic or behavioral progress.
* Concerned staff and parent meet to discuss concerns and seek possible solutions.
* If appropriate, differentiated instruction and/or interventions are implemented for three to six weeks at the classroom level.
* If assessment information shows inadequate student progress, the teacher and/or parent asks for a problem-solving team meeting.
Problem Solving Team Meeting: A team of support staff, teachers and the student’s parents meet to:
· Discuss student strengths
· Review the student’s educational history
· Discuss specific concerns that the teacher or parent has
· Review educational history, past and current assessments
· Develop specific goals that address a concern
· Determine how progress will be measured
· Determine who will do the progress monitoring
· Determine a date and time to meet again and evaluate the student’s response to intervention
· Based on student’s response to intervention, the team will decide to continue, modify and/or end the intervention
Note: Team size may vary between 3 to 10 or more people.
Problem-Solving Team: A collaborative team, which includes parents, classroom teachers and support staff that meets to evaluate assessment outcomes, plan, and monitor interventions.
Multi-Tiered Intervention Model:
· Tier I—all students receive common instruction, curriculum and assessments
· Tier II—interventions that target specific skill deficits; often involves small group instruction and more frequent assessments
· Tier III—intensive interventions which are often delivered 1:1 or small group; student ’s progress is monitored weekly to determine how well the intervention is working
Progress Monitoring: The systematic collecting and analysis of 1-3 minute student assessments which are used to make instructional decisions.
What should you do if you are concerned about your child’s academic or behavioral performance at Pioneer?Talk to your child’s teacher or school counselor about your concerns. Ask the teacher or counselor to request a problem-solving meeting. Participate in the problem-solving team process. Attend meetings. Be prepared to discuss how your child feels about school, previous school performance and experiences, and social and educational challenges he may currently have or has had in past schools or grade levels. Seek ideas of how you can support your child’s learning experience at home.
For more information about the Pioneer Elementary MTSS program, contact Andy Dalton firstname.lastname@example.org or email@example.com