Case Study On A Multi-Tiered System Of Supports

Lassiter High School is located in an upper-middle class suburban community and faces a reduced number of discipline issues with only 170 students receiving free lunch and 42 with reduced-pricing. In order to better support the students of Lassiter High School, the school has implanted a Plan for Academic Success that stresses the seriousness of academics while focusing on the development of each student. Lassiter High Schools primary resource was developed through their Academic Support and Enrichment (ASE) program which focuses on allowing access to academic assistance and co-curricular activities during the course of the school day. Each Monday-Thursday each student at Lassiter High School attends a special instructional period after 1st period to access increased resources. In addition to this special instructional period Lassiter High School has an incredible special education and non-native English speaker support

In order to project how our students will perform with our use of Marzano Instructional Frameworks, we first review data from our previous years’ Smarter Balanced Assessment, grades 9-12 and Measurement of Progress, grades

Just because students in middle school are young does not mean that they are incapable or self-centered. The more time I interact with the students at Waverly-Shell Rock Middle School, the more I am proved just the opposite. These students are dreamers and go-getters that is most of them anyways. They are clever and have potential beyond belief.

It is a strategy for monitoring special services. The goals will be review. The school district’s representative and the students will meet with the student’s parents to discuss the goals and objectives.

In regards to the Marzano Instructional Frameworks as a guide, building administrators and teachers will meet monthly to guide professional growth discussions, set goals and identify future professional opportunities. In addition, the district TPEP committee will meet monthly to plan and guide professional development that includes a teacher leader to provide evaluation and framework training. SIP will identify Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvement. Student growth meetings will occur each fall between school administrators and teacher and will revolve around students at risk of falling behind their peers and student sub-groups that may be collectively behind the total student population (closing the achievement gap). And finally, time will be made each quarter for instructional rounds to facilitate professional growth among

The purpose of MTSS is to hold both the teacher and the student accountable for a successful education. MTSS is a partnership that relies on the effort of both parties. The fundamental purpose is to increase the level of supports the student needs to be successful by using evidence based practices and instruction to produce a

The MTSS team will align a coach that has training in the area of special education and peer coaching to help with PLC groups and individual teachers. The coaching team currently consists of five specialists from special education, reading, and administration. The team meets weekly as an enclosed entity, weekly with individual teachers, and a coach from the team meets with every teacher at least once monthly.

According to the Association of Middle Level Educators (2010), the middle school years are the most important years of a child’s life. During this time, many aspects of a child changes. Their body is changing in ways they might not understand for many years to come. They are also changing emotionally. The changes that occur affect the teachers that are charged with teaching these young students. A teacher must understand how the students are changing and the best practices for effectively teaching them. For students at this age, it is arguably more important to shape them mentally and socially rather than only intellectually. The key is to incorporate all aspects of development into a student’s education. In today’s changing society, it is arguably, more important than ever to provide students with an education that meets their needs (This We Believe: Keys to educating young adolescents,

Data has been collect based on how well students perform when certain strategies are used. To ensure that students are successful, teachers should utilize these strategies so students have the greatest opportunity to not only do well but retain the information they've received. As students' success rate improves, their overall attitude improves, and they can become better students.

The CCSS were written to recognize that there will need to be a curve in learning for students with special needs and English language learners, therefore, they have placed supports in place to ensure that all students, including those with special needs and English language learners, can master the standards and the materials being presented by the teacher.

In my classroom, my goal is to assign a variety of formative literacy assessment that will help my students become

The purpose of implementing this new program in my school is to build leadership skills in administrators, as well as improve teacher quality and thereby

In this case study school information and data are gathered in numerous ways in order to provide much needed information for the teachers and administration to see performance strength and weaknesses of the students. It is critical that this data be handled properly to ensure accuracy, security, and reliability of the data. One method this school uses to ensure accuracy is to provide several training opportunities to teachers and Title I staff who will administer tests that provide this data. The teachers and staff are trained on how to give tests such as the STAR reading and Math assessments, the IRI (Idaho Reading Inventory), the standardized test from the state, as well as district benchmark assessments.

If a student is going to make progress through differentiated instruction, it is vital that they put in the effort to try to learn and participate. If the teacher is appropriately engaging these students, then once a student puts in their effort and participates, they should already be engaged in the task at hand. During this time the students are continuously engaged in a small group setting giving lots of verbal feedback to the teacher for ongoing assessment.

To be the best, is constantly changing. What was the best yesterday is not the best today, therefore one must possess a growth mindset. Tomlinson and Allan (2000) stated whatever does not change does not grow, and whatever does not grow atrophies. Many schools and classroom are atrophying because there is a lack of a growth mindset. There is compelling knowledge developed in recent generations on how students learn, including gender, starting point of readiness, culture, motivation, ability/disability and socio-economic status. These are some of the reasons why a differentiated curriculum is absolutely necessary. Differentiated instruction is a framework or philosophy for effective teaching that involves providing students with different avenues to acquire knowledge. By considering varied learning needs teachers can develop personalized instruction so that all children in the classroom can learn effectively. Another way to describe a differentiated classroom is a classroom that responds to student variety in readiness levels, interest and learning profiles. Such a classroom includes all students and has the greatest chance for success. This is accomplished by the teacher setting different expectations for task completion for students, based upon their individual needs.