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When do you begin to allow students to not rely too much on scaffolded support? When do you let them attempt to try and complete their work on their own with minimal assistance?

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Challenges:

1. class settings (ICT vs. Self Contained vs. Gen Ed vs. AP) plays a role in how to effectively manage student needs

2. language barriers that exist for diff

3. how appropriate is it to tier students in the AP class?

4. groupings --> how to find best pairs / appropriate grouping for success

5. how to effectively get everyone to Tier 1?

6. classroom setup - based on subject area

Strategies that work:

1. repetition / practice of skills / review from earlier in the term to illustrate the connections

2. reflections / self-assessment / review mistakes from classwork + assignments

3. up front expectations

4. tutoring - peer collaboration

5. incorporate student interests / knowledge / expectations

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Ways to support student literacy across content areas.

Having another teacher or support staff in more classes to support classes and students outside of the typical co-taught classes. For example, in World Language classes.

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1.Finding effective ways to engage students

Explaining to students why they are receiving different worksheets

How to group and keep them working together with large class sizes

Pacing different with pulling out students and small groups

2.Focusing on the instructional outcome, should be specific

Students will learn from not only teachers but their peers

Tiered activities

Tiered texts

Different learning styles (visual, kinesthetic etc)

Pacing is different

3. Additional teacher in the room, tutoring opportunities during class time and afterschool for specific tutoring based on a specific subject (Ex: US History not just social studies)

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1. WISHLIST: Math doesn't know where to send students that need tier 3 instruction

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1. Takes away from others learning, Hard to implement when you are on your own, might be hard to identify some of these issues, additional things to plan, curriculum doesn't always have resources for MTSS, neglect higher achieving students to focus on those who are struggling

2. Group students based on needs- either in specific groups or how the room is made up, formative assessment with the class, warm up activity where answers determine their additional tiered activity for the rest of the lesson.

3. WISHLIST: Math doesn't not know where to send students that need tier 3 instruction

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Lot's of tutoring opportunities.

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1. How to identify skills that students are deficient in and providing supports to these students without making more work for the students. Providing supports to the entire class.

2. In the ELL and WL classrooms, students are grouped by language proficiency levels so that students can learn from one another and benefit from their various levels of knowledge/ability in these subject areas.

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Difficult to integrate tiered support as a single teacher in an elective class.

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Lot's of planning on the teachers part to set up grouping to ensure students have support and structure

Basam Ali: Adding on, difficulties differentiating material/instructions as a Phys Ed teacher. Stations help ease the challenge.

Tiffany: Agrees and plans to implement in the coming semester.

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Daniel Cohen: How can one teacher do all of this?

Tiffany Jones Agreed: Teaches self-contained. Difficulties meeting Tier 1-3 student needs on her own. They all need extra help.