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I Can Statements are family-friendly guides that can be used to help your family and ensure your students are on track for their grade level. All learning objectives for English Language Arts, Math, Science, and Social Studies are provided, written in family-friendly language. I Can Statements help make grade-level learning targets clear for families and they address the standards students of the same grade level learn in all public schools.

Multi-Grade Level Lists

The skills noted in the multi-grade level lists for science and social studies can be learned and applied to the content areas for their respective grade level groupings. These lists should be used in conjunction with the content standards. These skills can be assigned to the lessons in your personalized curriculum to demonstrate the following intellectual, reasoning, reflection, and research skills.

K-8th Grade: Science & Engineering Practices-Crosscutting Concepts

K-8th Grade: Historical & Social Studies Analysis Skills

I Can Checklists

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I Can Statements - Cabrillo Point Academy

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A word map is a strategy to help learners learn new vocabulary word. There are many different variations of how to use this strategy. One way is to use the four-corner vocabulary chart, and with this method students write the definition, use it in a sentence, they draw picture of the word, and write the word in the corner. Other methods to use this strategy is to add antonyms, synonyms, dictionary definitions, part of speech and more. This strategy can be adjusted to meet the needs of all learners. Throughout this strategy students are making personal connections, because they are drawing their own picture, writing their own sentence and the definition in their own words. By doing this, it gives more meaning to learning the vocabulary word, and this would help struggling readers tremendously. Graphic organizers are helpful for all learners because it really helps them organize their thoughts. According to Echevarria, Vogt & Short (2014), "These charts provide more context and "clues" than typical word walls, because they include an illustration, definition, and sentence for each vocabulary word" (p.81). According to Robert Marzano (2009), an educational researcher, he mentions that in order for students to effectively learn vocabulary they need to follow a six-step process. The steps are as followed:

(Marzano, 2009).
The first three steps are in a word map. The following three steps can be done after the word map has been completed.

The image above is an example of a very common word map. In this word map, students write the vocabulary word in the center, they define the word, provide synonyms, use it in a sentence, and draw a picture of it.

In this example above students go into more detail with the word. They find the synonym, antonym, dictionary definition, sentence from the text and other forms of the word.

The image to the left is similar to the other two word maps above. Students write the word, use it in a sentence, write the definition, find a synonym for the word, illustrate it and determine it's part of speech.

Math- For a math lesson, a word map can be easily adapted just like in the photo to the left. In one corner the student can write the word, in another corner the student can write the definition. In the other two corners students can write an example and then some facts to go along with the math vocabulary word. By providing examples it brings meaning to the word, just like a picture does when learning reading vocabulary words.

History- For a history lesson, one way to adapt this strategy is to change the headings slightly. On this graphic organizer it could include: the vocabulary word, time period, definition, and picture. By adding the time period it gives an understanding of when the word was used, and it give more meaning to the word. For example if a student is learning about what a Red Coat is, they could write Revolutionary War (1775-1783) in the time period section.

Science- For a science lesson, the template would not change very much. However, a teacher could ask the student what area of science the word falls under. This might help students categorize what vocabulary words belong where. For example, if the vocabulary word is cumulus, the area of science might be meteorology.

Physical Education- For a physical education lesson, a student could still write the word, draw picture, define the word, and maybe list games they can play relating to the topic. For example, if students are learning about basketball students can list lightning, 3 vs. 3, and others for possible games they could play.

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Teaching and Learning / English Language Development (ELD)

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Constructing Meaning provides teachers with the process and tools for weaving explicit language instruction into content-area teaching. Lesson planning is driven by the content and academic language demands of discipline-specific learning. Based on backward design and a gradual release of responsibility model, the Constructing Meaning process prompts teachers to:

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A bilingual site for educators and families of English language learners

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Anticipatory Chart - Before reading a selection, hearing a selection or viewing a video students are asked to complete the first two sections of the chart-"What I already know about ...." and "What I would like to find out about ...." After the information has been presented students complete the "What I learned..." section. Responses are shared with a partner. This is also known as a KWL Chart
Anticipatory Guide - Students are given a series of statements that relate to a reading selection, lecture, or video. Students indicate AGREE or DISAGREE. After the information has been presented, students check to see if they were correct.

Brainstorming - Students work as a whole group with the teacher, or in small groups. Begin with a stimulus such as a word, phrase, picture, or object and record all responses to that stimulus without prejudgment. Prewriting or INTO strategy. The students give ideas on a topic while a recorder writes them down. The students should be working under time pressure to create as many ideas as possible. All ideas count; everything is recorded. More ideas can be built on the ideas of others.

Carousel Brainstorming - Each small group has a poster with a title related to the topic of the lesson. Each group uses a different colored marker to write 4 to 5 strategies/activities that relate to their topic. Students rotate to all the other posters, reading them and adding 2 to 3 more strategies. Students discuss the results.

Character Matrix - In groups, students create a grid, which lists the characters horizontally on the left and character traits vertically across the top. The students determine the traits used. Group members decide if each character possesses each of the traits and writes "yes" or "no" in the appropriate box.

Choral Reading - Groups of students chorally present a poem, or other reading selection. One person reads the title, author, and origin. Each person says at least one line individually. Pairs of students read one or more lines. Three students read one or more lines. All students read an important line.

Clustering/Webbing/Mapping - Students, in a large group, small groups, or individually, begin with a word circled in the center, then connect the word to related ideas, images, and feelings which are also circled. Prewriting or INTO strategy.

Comprehension Check - The teacher or students read the selection aloud. Intermittently, the teacher asks for verbal and nonverbal comprehension checks ("raise your hand", "thumbs up for 'yes' ", "thumbs down for 'no'." The teacher uses a variety of question types: Right There, Think and Search, On My Own (See QAR, Day One.)

Co-op Co-op - Students work in teams to complete a project. The steps are: student-centered class discussion, selection of student study teams, team building and skill development, team topic selection, mini-topic selection, mini-topic preparation, mini-topic presentations, preparation of team presentations, team presentations, evaluation.

Cooperative Dialogue -
1.Students number off one through four.
2.Each student pairs with another student from a different group who has the same number.
3.Following the timeline from the article that was previously read each pair writes a dialogue between two characters in the passage.
4.Pairs are selected to present dialogues in chronological order to the class. activity is designed to be a text "re-presentation."

Cooperative Graphing - This activity involves graphing information based on a survey. Each group of four will take a survey of how many countries each has visited (or other teacher-determined information). A bar graph is then developed. Each person in the group is responsible for one aspect of the graph, and signs his/her name on the chart along with their area of responsibility. Jobs are: survey group members and record results, construct the graph, write names and numbers on the graph, write title and assist with graph construction. Each person in the group describes his/her part of the graph to the class.

Corners - Cooperative activity used to introduce a topic. The teacher poses a question or topic along with four choices. On a 3×5 card students write their choice and the reasons for it. Students go to the corner of the room representing their choice. In their corner, students pair up and share their reasons for selecting that corner. The topic is discussed. For example, the corners could be labeled cone, cube, pyramid, and sphere with information about each figure provided. Students go to the corner, learn about the figure, and return to teach other team members.

Directed Reading-Thinking Activity This is a group activity to get students to think about the content of a fiction or non-fiction reading selection. The steps are 1) Students predict what they will read and set purposes for reading. 2) Students read the material. 3) Students discover if their predictions and hypotheses are confirmed.

Famous Person Mystery - The name of a famousperson, living or deceased is placed on the back of each student. Without looking, students try to guess who the person is by asking questions that require only yes/no answers.

Graphic Organizers - Graphic organizers are charts, graphs, or diagrams, which encourage students to see information as a component of systems rather than isolated facts. Students may complete these as they read or view a presentation. There are a variety of ways to use graphic organizers, including the following: semantic word map, story chart, Venn diagram, spider map, network tree, word map, and KWL chart. Other examples of graphic organizers are listed below.
Comparison-Contrast Matrix-Students determine similarities and differences between two people, things, solutions, organisms stories, ideas, or cultures.
Branching Diagrams -Organization charts, hierarchical relationships systems, family trees.
Interval Graphs-Chronological order, bar graphs, parallel events, number value.
Flowcharts - Sequential events, directions, decision making, writing reports, study skills.
Matrix Diagram-Schedules, statistics, problem solving, comparisons with multiple criteria.
Fishbone Diagram-Cause and effect, timeline.

Group Discussion, Stand Up and Share, and Roam the Room - After the teacher asks a question, students discuss and report their group findings to the class. Teams can share their best answer, perhaps on the board at the same time, or on an overhead transparency. When an individual student has something important to share with the class, he or she stands up. When one person from each group is standing, the teacher calls on one of these students for a response. If others have a similar response, they sit down. Students move around the room to view the work of other teams. They return to their teams to Round Robin share what they have learned.

Hot Topics - Students title a sheet "Hot Topics". This sheet is kept in an accessible place in their notebooks or portfolios. Students brainstorm with the teacher on possible topics of interest related to the content of the course. Each student writes down at least ten Hot Topics and adds to the list throughout the year. Students occasionally choose one Hot Topic and write in depth on the topic as a class assignment or as homework. These may be included in their portfolios.

Idea Starts - Use a prompt for writing, such as a quote, a photo, words from a vocabulary list, an article, a poem, opening lines to a story, an unusual object, a film, or a guest speaker to get students started.

Image and Quote with Cooperative Poster - Groups of four are formed. Students read a selection. Each chooses a quote and an image that have impact for them. Round Robin share. Groups come to consensus on favorite image and quote. Each student takes one colored pen. With all members participating, and each using their chosen color, they draw the group image and write the group quote on a piece of butcher or easel paper. Each member signs the poster with his or her pen. Posters are shared with the class.

Inside-Outside Circle - Students are arranged into two equal circles, one inside the other. Students from the smaller inside circle face those in the outer larger circle and vice versa. Students ask each other questions about a review topic. These may be either teacher or student generated. Students from one of the circles rotate to either the left or right. The teacher determines how many steps and in which direction. Another question is asked and answered.

Interactive Reading Guide - Working in groups, students write down everything they know about a reading selection topic. Then, they write three questions they want to have answered by the selection. Each student reads a short first section silently; then students retell the information with a partner. Next, the first ___pages (teacher's choice) are read aloud in the group, each person taking a turn to read. Then, the group predicts four things that will be discussed in the next section. The groups finish reading the chapter silently. Each person writes four thinking questions for a partner to answer. (Why do you think ? Why do/did ____ ? How does ____relate to your life or experiences? Compare ____to __. What if____? Predict _____) Papers are exchanged and answers are given to each other's questions. Finally, with a partner, a chart or diagram is drawn to illustrate the main points of the chapter.

In-Text Questions - Students answer teacher-constructed questions about a reading selection as they read it. Questions are designed to guide students through the reading and provide a purpose for reading. Students preview In-Text questions first then answer them as they read the article. Students review their answers with their small group, then share them with the whole group.

Jigsaw - 4-6 people per "home" team. Name the teams. Within each team, number off 1-4. All ones form an "expert group," as do twos, threes, and fours. Each expert group is assigned a part to read (or do). Experts take 15 minutes to read, take notes, discuss, and prepare presentations. Return to home teams. Each expert takes 5 minutes to present to home team.

Journals -Students keep questions and ideas in a journal. These may be used later to develop a formal piece of writing.
Key Words Story Prediction - In their groups, students using key words listed by

Language Experience Approach - This is a reading strategy based on a common experience. The students dictate a story to the teacher, who then records the story. The teacher then uses the reading as a practice on word recognition, sentence patterns, and vocabulary items.

Learning Logs - Double-entry journals with quotes, summaries, notes on the left and responses reactions, predictions, questions, or memories on the right.

Line-Ups - Line-ups can be used to improve communication and to form teams. The entire class lines up according to a specific criteria (age, birthday, first letter of name, distance traveled to school, etc.). The end of the line can move to the head of the line and pair up until each person has a partner. This is called "folding the line." Teams of four members can then be formed from this line-up.

Multiple Intelligences Inventory Given a list of preference statements organized according to the eight multiple intelligences, students place checks next to those that are true for them. By totaling the number of checks per intelligence students are able to determine areas of strength and weakness.

Novel Ideas - Groups of four are formed. Each group member has a sheet of paper with the team name or number in the corner. Each person writes, "We think a story/selection entitled (insert appropriate title) might be about ..." Each person then has one minute to list what he or she thinks the story might be about. For example, a story entitled "Eleven" might be about a football team, roll of dice, etc. Each person draws a line. Members Round Robin share their lists. As each member shares, other members add new ideas to their lists. Groups then take turns standing in a line and reading their possible topics for the whole group. Topics may not be repeated. All students add new or "novel" ideas, not on their lists.

Numbered Heads Together - A 5-step cooperative structure used to review basic facts and information. Students number off I to 4. Teacher asks a question. Students consult one another to make sure everyone can answer the question. Teacher randomly picks a number from 1 to 4. Those students with that number raise their hand: Teacher randomly chooses one of the groups. The group member with the previously-selected number answers the question. After the student responds, the other teams may agree with a thumbs up or a thumbs down hand signal. Teacher may ask another student to add to the answer if an incomplete response is given.

Open Mind Diagram - Each person in a group of four uses a different colored marker to participate in the poster creation. Students draw a shape of a head and, inside the head, write words, quotes from the story, symbols and pictures. Words can be made into pictures of parts of the face.

Pairs Check - Cooperative pairs work on drill and practice activities. Students have worksheets. One student answers the first question while a second student acts as the coach. After the coach is satisfied that the answer is correct, then roles are reversed. Then this pair can check with the other pair on the team. If all agree, then the process continues. If they do not agree, students try one more time to figure out the answer, or ask for help from the teacher.

Pantomime-A-Tale - This technique can be used with fiction or nonfiction reading selections. Divide an article into sections. Each group prepares their assigned section as a pantomime. There should be one group member who reads the section, with appropriate pauses, and three members who act it out without using words. Rehearsal is important, so allow time for it.

Pass the Picture -Each person in a group has a visual of a person. A blank sheet of paper is clipped to the back. The teacher asks a question (e.g., "What is his/her name?"). Students write the answer in a complete sentence on the blank paper. Students then pass the visual and the paper to the student on the right. The teacher continues asking questions and students continue writing the answer, then passing the visual to the right for 6-8 questions. At the end, each student will have a descriptive paragraph for each visual. Each student takes a visual and shares it with the group while reading the final paragraph description.

Picture This - This activity is useful as a vocabulary or concept review. A blank paper is divided into eight sections. Students draw pictures or symbols to represent words or major concepts. Students are not to label the drawings. Students exchange papers with a partner and partners try to correctly label each other's drawings.

Pie Graph - Using the results of the Multiple Intelligences inventory students draw a pie graph representing how they are smart on a paper plate. Students may color, make designs, or draw symbols for each section. Students can determine the size of each section by creating a fraction that represents each intelligence. The total number of checks is the denominator and the number of checks for that section is the numerator. This fraction can then be changed to a percent by dividing the numerator by the denominator.

Posters - As a BEYOND activity students create a poster in small groups. The following list describes several types of posters that the teacher may assign.
Illustrated Timeline Tell the plot or sequence on a timeline, with pictures that depict the events.
Movie Poster Advertise the content from a lesson by creating a movie poster complete with ratings, pictures, actors, descriptions, and comments by a critic.
Comic Strip Create a 6-paneled comic strip of the lesson content.
Image and Quote Choose an image and quote from the lesson content that are representative or important. Poster should include a title.
Advertisement Choose an item from the lesson content and make a newspaper or magazine ad for it.

PQRST Study Strategy - Preview: Student skims the title, side headings, pictures and graphics to identify writer's generalization. Question: Student identifies questions that the writer is going to answer during the reading. Read: Student reads to obtain answers to the questions and takes notes. Summarize: Student summarizes the information regarding each question posed. T est: Student tests the generalization against the supporting information to see if the author has enough information to support the generalization.

Prediction - Students make a prediction about the subject they are about to read by selecting an answer to a multiple-choice question.

Question-Answer Relationship QAR) - This program teaches students strategies for answering questions. It also points out the sources for different kinds of questions. Here are the three types of answers:
Right There The answer is located directly in the reading
Think and SearchThe answer is "between the lines." The reader needs to analyze, make inference and/or predict the answer based on the information in the reading.
On My Own The answer is "beyond the lines." The reader must base the answer on his/her own experience.

Quickdrawing - Studentssketch ideas that relate to a topic. Prewriting or INTO strategy.

Quickwrite - Pre-reading or pre-writing focus activity. Students are asked to respond to a question in writing for 5 minutes. Emphasis is on getting thoughts and ideas on paper. Grammar, spelling, style not important.

Quickwriting - Students respond quickly to a prompt without self-editing. If students get stuck they can repeat phrases over and over until a new idea comes to mind. Prewriting or INTO strategy.

RAFT - May be used in any content area to reinforce information and check for understanding. Individuals or groups of students write about information that has been presented to them The teacher determines the role of the writer, audience, format, and topic (RAFT). For example, in a science class, students are asked to write using the following RAFT - Role of Writer Cloud; Audience Earth; Format Weather report; Topic Explanation of upcoming thunderstorms.

Ranking and Consensus Building - Students individually rank items in a list from least important to most important. Each group or pair comes to a consensus on the order.

Read Around Groups - After completing a writing assignment, students are divided into groups of equal size. A group leader collects the group's papers then, in a clockwise direction, passes them to the next group. Each member of the group receives one paper then reads it. Readers star a line they especially like. One minute is allowed for reading and marking each paper. At signal the students pass the paper to the person on the right. After reading the papers of one group, the group chooses one paper to read aloud to the class. If time allows, groups may continue to pass papers until everyone has read all the papers.

Reader Response Chart - Students draw a T-chart on their paper. On the left side they write 3 interesting quotes from the story and on the right side students respond to the quote with personal reactions, memories, questions, compare/contrast, or something to learn more about.

Reading Circles/ Book Clubs Once students choose a book from a selection of 4 to 5 titles, they form a group with those reading the same book. Students read and solve the teacher-designed activities that relate to their book. The group shares with the class what they have learned from their reading.

Reading Guide 1. Headings Read -Around- Students take turns reading the headings of the reading
2. Prediction Chart-With their group, students choose two headings and predict what will be discussed in those sections. Students write their answers on a prediction chart with the following labels: "Heading", "Prediction", "Yes or No". In their groups, students take turns reading the first page aloud, and finish reading the selection in silence. They write "yes" or "no" on the prediction chart to indicate whether or not their predictions were correct.
5. Thinking Questions- Students write one thinking question (Why..., How..., Compare..., What if...), and exchange papers to answer each other's questions.

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Anticipatory Chart - Before reading a selection, hearing a selection or viewing a video students are asked to complete the first two sections of the chart-"What I already know about ...." and "What I would like to find out about ...." After the information has been presented students complete the "What I learned..."

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and thinking differences. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.

1. Posted lesson goals

Having goals helps students know what they're working to achieve. That's why goals are always made apparent in a UDL classroom. One example of this is posting goals for specific lessons in the classroom. Students might also write down or insert lesson goals in their notebooks. The teacher refers to lesson goals during the lesson itself.

2. Assignment options

In a traditional classroom, there may be only one way for a student to complete an assignment. This might be an essay or a worksheet. With UDL, there are multiple options. For instance, students may be able to create a podcast or a video to show what they know. They may even be allowed to draw a comic strip. There are tons of possibilities for completing assignments, as long as students meet the lesson goals.

3. Flexible work spaces

UDL promotes flexibility in the learning environment. That's why in a UDL classroom, there are flexible work spaces for students. This includes spaces for quiet individual work, small and large group work, and group instruction. If students need to tune out noise, they can choose to wear earbuds or headphones during independent work.

4. Regular feedback

With UDL, students get feedback - often every day - on how they're doing. At the end of a lesson, teachers may talk with individual students about lesson goals. Students are encouraged to reflect on the choices they made in class and whether they met the goals. If they didn't meet the goals, they're encouraged to think about what might have helped them do so.

5. Digital and audio text

UDL recognizes that if students can't access information, they can't learn it. So in a UDL classroom, materials are accessible for all types of learners. Students have many options for reading, including print, digital, text-to-speech and audiobooks. For digital text, there are also options for text enlargement, along with choices for screen color and contrast. Videos have captions, and there are transcripts for audio.

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5 examples of Universal Design for Learning in the classroom

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How does Universal Design for Learning (UDL) work at school? Here are five examples of UDL in the classroom.

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How to implement udl in the classroom? - California Learning Resource Network

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How to Implement UDL in the Classroom: A Guide for Educators The Universal Design for Learning (UDL) is an educational […]

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It started as RTI (Response to Intervention) and PBIS (Positive Behavior Intervention and Supports), and now it's MTSS (Multi-Tiered System of Supports). MTSS is the standard for how schools tackle academic and behavioral concerns. It also plays a big role in how children are diagnosed with learning disabilities. Here's everything you need to know about this acronym that's a part of everyday teaching.

What does MTSS mean, exactly?

MTSS is a proactive framework of tiered instruction and support for all students. We think about MTSS as a triangle with three "tiers." Every student in a school will fall somewhere on the MTSS triangle-either Tier 1, 2, or 3. MTSS is not a curriculum or program, but a way to think through how to best intervene and provide resources and interventions for students who are struggling with reading, math, or behavior.

How did MTSS start?

MTSS was introduced in the Every Student Succeeds Act (2015). It combined RTI (Response to Intervention) and PBIS (Positive Behavior Intervention and Supports). RTI addressed academic interventions through tiered support, while PBIS addressed behavior and social-emotional interventions. MTSS rolls both up into one and incorporates an expectation that schools and teachers are using evidence-based or research-based approaches and programs.

After the Individuals With Disabilities Education Act (IDEA) (2004) was revised, MTSS became a part of how schools approach interventions and supports before they have an IEP. Put another way, IDEA allowed schools to match the support given a student with the demonstrated need, without waiting for special education diagnosis. This changed how learning disabilities were identified and was a shift from how learning disabilities were defined in the past. It focused more on how students responded to instruction rather than whether the student had a discrepancy between their IQ and performance. Now MTSS is the gold standard for how to address intervention in education.

What are the tiers?

Image: Bloom Township High School

There are typically three tiers in MTSS frameworks.

Tier 1: Universal Instruction (80% to 90%)

In Tier 1, students are provided with high-quality instruction and universal screening (assessments). Tier 1 also includes school-wide behavior management (like whole-school PBIS implementation). Typically, when Tier 1 instruction is going well, 80% to 90% of students are making expected progress-meaning that students are showing improvement on the universal screeners.

For example, a school may use a curriculum to teach math skills and monitor students' progress using the NWEA MAP assessment or another formative assessment tool. If 80% of students are making progress or growing steadily, then the core instruction is effective.

Tier 2: Intervention (10% to 20%)

Tier 2 is the first level of intervention for students who do not show progress in Tier 1. Students are provided with Tier 2 interventions when they need support to meet academic or behavior goals. These interventions are delivered in a small group and are focused on helping students catch up with peers. It's expected that when Tier 1 instruction is effective, about 10% to 20% of students will need Tier 2 interventions to address concerns that come up.

In the math example, after the NWEA or formative assessment, the school may identify 10% of students who are not mastering a core concept (maybe number sense or place value) and provide these students with a small group math intervention. While they're in Tier 2 intervention, these students would receive additional progress monitoring in math to make sure they are making progress on that math skill. A portion of students in Tier 2 intervention will "graduate" once they've mastered what they missed and move back into Tier 1. Others will need Tier 3 intervention.

Tier 3: Intensive Intervention (<10%)

If a student does not make expected progress in Tier 2, they move into Tier 3. Tier 3 is intensive intervention, or intervention that is more frequent, individualized, and intensive. When the MTSS structures are working, and Tier 1 and Tier 2 are effective, fewer than 10% of student should need to be in Tier 3.

To finish out the math example, if a few students who are in the intervention group are not showing progress on the progress-monitoring tool, the interventionist may work with them one-on-one using manipulatives to see if the students respond to the additional intervention. The interventionist will continue to collect data that will give the team an idea of how the student progresses, or responds to, the additional intervention. After Tier 3 intervention, some students may master the skills and move back into Tier 2 or Tier 1. A few students may be referred for an evaluation to determine if they have a learning disability, based on how they responded to intervention.

What are the components of MTSS?

Since MTSS is not a specific curriculum, states and districts have flexibility. As long as they are using a tiered approach, data-based decision-making, along with evidence-based practices and interventions, they are following MTSS.

Universal Screening

MTSS is proactive, so students who need extra support are identified through universal screening fairly early in the process. Teachers use data from universal screening (like the NWEA MAP test or another assessment) to identify students who would benefit from intervention. This is more proactive than waiting for a child to fail before providing support.

Tiered Approach

MTSS incorporates three tiers of instructional support and intervention, depending on a student's needs. Schools can set clear criteria for how students move between tiers and what interventions are provided at each tier.

Evidence-Based Interventions

Image: Branching Minds

In Tier 1, the idea is that all students get high-quality instruction using methods that have been shown to be effective. In Tiers 2 and 3, students receive evidence-based interventions using programs or strategies that have a strong research base. For example, a district may use a curriculum that provides students with a foundation in phonics and word reading. Students who are not making progress in Tier 1 may receive intervention using an evidence-based intervention, like Sound Partners, in Tier 2 or 3.

You can find evidence-based interventions and programs through the What Works Clearinghouse or Intervention Central.

Data-Based Decision-Making

Teachers collect and monitor data to make decisions about whether or not to move students between tiers. Data collection and analysis also means that teachers are collaborating around how to teach and intervene. Data-based decision-making is the way that teachers make decisions for whether or not to move a student from Tier 1 to 2, or back from Tier 3 into Tier 2.

Parent Involvement

Parents should be notified and involved as their child enters intervention and moves through the tiers. Sometimes, after a child has been in intervention, the team will refer them for a special education evaluation, so involving parents during MTSS helps the team communicate around special education as well.

Read more: What is special education?

How long does MTSS take?

MTSS will take a different amount of time for each student. Typically, a school will have protocols set up that determine how long an intervention "round" can take-usually six to eight weeks. Students may receive multiple rounds of interventions to track their progress and determine how they're responding, so it's not unusual for a student to spend a year or two in intervention before they either are back in Tier 1 or they are referred for special education.

Can a student be in multiple tiers at one time?

Short answer: yes. Because MTSS addresses social-emotional, behavior, and academics, a student may be in Tier 3 for reading but Tier 1 for behavior and math.

Challenges to Implementing MTSS

MTSS is the current "gold standard," but there are still challenges.

Personnel: MTSS takes personnel (interventionists, instructional coaches) to implement well.

Data-Driven Decision-Making: Just having data doesn't mean that it will be used in the best way to support students. Teachers have to know how to use data and be able to collect and monitor data regularly.

What's the connection between MTSS and special education?

MTSS originally came from efforts to improve special education services, specifically in terms of identifying students who needed special education services for learning disabilities. IDEA (2004) incorporated the Response to Intervention model for identifying students with learning challenges. This was a shift from the previous "wait to fail" model or definitions of learning disabilities that relied on a discrepancy between a child's IQ and their educational levels. This meant that students could receive supports in Tiers 2 and 3 before being referred for an evaluation for a disability.

Students with IEPs can be in Tier 1 for general education, receiving the same instruction and universal screening as their general education peers. But their specially designed instruction would be provided through their IEP, not necessarily the MTSS model.

Recommended Reading

For more information about MTSS, below are links to some recommended books for professional development.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

The MTSS Start-Up Guide by Jessica Djabrayan Hannigan and John E. Hannigan

Best Practices at Tier 2: Supplemental Interventions for Additional Student Support by Bob Sonju et al.

10 Success Factors for Literacy Intervention: Getting Results With MTSS in Elementary Schools by Susan Hall

Conducting Behavioral and Social-Emotional Assessments in MTSS: Screen to Intervene by Nathaniel von der Embse et al.

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MTSS: Multi-Tiered System of Supports (Questions and Answers)

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If you're a teacher, you hear about MTSS every day. Here's everything you need to know for Tiers 1, 2, and 3.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Do you like learning about English grammar? In this section you can learn grammar rules and play games to help you understand. You can also print activities, tests and reference cards to help you learn and remember.

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Types of Informal Classroom-Based Assessment

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There are several informal assessment tools for assessing various components of reading. The following are ten suggested tools for teachers to use.

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Learn more about the four types of reading assessments: universal screeners, diagnostic tests, progress monitoring tools, and summative assessments. It's important to begin by asking yourself: "What do I want to know about my students? What do I want to assess?"

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English Learners (EL) Academic Language Function Toolkit | Missouri Department of Elementary and Secondary Education

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205 Jefferson St.
Jefferson City, MO 65101Map(link is external)

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How to help students with special needs in the classroom? - California Learning Resource Network

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How to Help Students with Special Needs in the Classroom: A Guide for Teachers As educators, it is crucial to […]

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According to NIDCD (National Institute of Deafness or Other Communication Disorder), about 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears. And more than 90 percent of deaf children are born to hearing parents.

For parents who only hope for the best, discovering their child is deaf can be heartbreaking and worrisome. Aside from the fact that they need to exert twice the effort in overcoming everyday challenges, especially in communication, raising a deaf child; they also seek assurance that their children (regardless of disability) will thrive in school the way perfectly able kids do.

As Barbara Rice shared in United Federation of Teachers, " not all children with hearing impairments are in self-contained classes. Some teachers will have the opportunity to work with hearing-impaired youngsters in their general education, collaborative team teaching, special education and/or inclusion classes. Depending on the student's Individualized Education Program, this may or may not include a sign-language interpreter and/or an itinerant Hearing Education Services provider."

Barbara specialized in teaching hearing-impaired and deaf students, and she shared these tips for teachers who work with hearing impaired and deaf student yet unfamiliar with this population.

1. Be sure that the student wears his or her amplification device and you are wearing your microphone.

2. Keep in mind that few people are totally Most have some sort of residual hearing, and we want to utilize it fully.

3. Make sure your student has preferential seating with a direct view of your face and mouth.

4. Don't yell at your student. Speak in a normal tone. Remember the microphone you have on?

5. If your student has an interpreter, then give him or her a copy of the lesson in advance.

6. Remember that there is no need to talk to the interpreter.

7. Don't speak while writing on the board.

8. Use lots of pictures and graphic organizers. These kids are visual learners.

9. Repetition is key, as is the use of hands-on activities.

10. Every lesson is a language lesson. Hearing-impaired kids often lack necessary language skills, so every word counts.

(Access the full article here: Teaching children who are hearing-impaired)

Bright Hub Education also published an article on How to Teach Hearing-Impaired Students: Strategies for success!

A few easy steps can be taken to ensure the classroom is suitable for hearing impaired students. When possible, turn off equipment that creates background noises, such as fans and projectors, when not in use.

Communication Considerations

1. Look directly at the student and face him or her when communicating or teaching.

2. Say the student's name or signal their attention in some way before speaking.

3. Assign the student a desk near the front of the classroom, or where you plan to deliver most of your lectures.

4. Speak naturally and clearly. Remember speaking louder won't help.

5. Do not exaggerate your lip movements, but slowing down a little may help some students.

6. Use facial expressions, gestures and body language to help convey your message, but don't overdo it.

7. Some communication may be difficult for the hard of hearing student to understand. Explicitly teach idioms and explain jokes and sarcasm.

8. Young hearing impaired children often lag in the development of social graces. Consider teaching specific social skills such as joining in to games or conversation, maintaining conversations, and staying on topic.

9. Male teachers should keep moustaches well groomed.

See Epic Special Education Staffing Special Ed Teacher Jobs Today

Visual Strategies and Curriculum Accommodations

1. Adjust teaching methods to accommodate your visual learner's needs by writing all homework assignments, class instructions and procedural changes on the board.

2. Arrange desks in a circular pattern if possible so hearing impaired students can see other students. This is especially important if they need to read lips.

3. Provide students with an outline of the daily lesson and printed copies of the notes, allowing them to focus on discussions and questions while you are teaching. Students can then be more engaged in learning and can easily review the notes at a later time. Since vision becomes a hearing impaired student's primary means for receiving information, utilize visual aids whenever you can. Consider using posters, charts, flash cards, pictures, manipulatives, graphic organizers, artifacts or any visual items to illustrate concepts. Try to use captioned videos in class.

4. Follow all established guidelines within the student's IEP (Individualized Education Plan), regarding classroom adaptations and aids for hearing impaired students. Don't be afraid to contact your school district if you need help.

It is critical for teachers to monitor the progress and understanding of all students, but especially so for those with special needs. Teachers must be sensitive to the needs of hearing impaired students and follow the IEP as closely as possible.

Teaching hearing impaired students doesn't have to be difficult, as long as you are flexible. When you incorporate these strategies into your teaching practice, chances are that you'll find a number of students who benefit from your efforts.

And here is another excellent article written by Jeannette Washington, M.Ed. ( A former speech-language pathologist, Ms. Washington created Bearly Articulating, a company that provides multisensory tutoring online and in-home, college planning, and professional development to support the unique educational needs of learners struggling in reading, writing, spelling, speaking and other scholastic aspects of formal education.) And Jenna L. Kubly ( studied theater history and received a B.A. from Bethel University (Minnesota), M.A. from the University of Colorado-Boulder, and Ph.D. from Tufts University. She is fascinated with all types of history, drama, and art, but especially the society and culture of the First World War. She has published essays and book reviews.)

In their article: Supporting Deaf and Hard of Hearing Students, you'll learn about;

Differences: Deaf, Deafness, and Hard of Hearing

Tech Tools for Deaf or Hard of Hearing Students

How Schools Create More Audible Environments

Finding a College that Fits

Scholarships for Deaf or Hard of Hearing Students

Schools for Deaf or Hard of Hearing Students

Additional Resources

Expert Interviews

We are not affiliated with educators mentioned here. But we thought that they shared constructive ideas that can help you succeed in teaching hearing-impaired and deaf students.

In the end, we all have a common goal; help hearing-impaired and deaf students receive proper education to unleash their full potential!

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Strategies for Teaching Hearing-Impaired and Deaf Students

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Discover the most effective strategies for teaching hearing-impaired and deaf students shared by the most passionate educators.

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How to Accommodate Different Classroom Learning Styles | Teaching Guide - Jumbula Blog

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Discover how to accommodate different classroom learning styles in the classroom with proven teaching strategies for engaging every type of learner.

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How to Accommodate Different Classroom Learning Styles | Teaching Guide - Jumbula Blog

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Discover how to accommodate different classroom learning styles in the classroom with proven teaching strategies for engaging every type of learner.

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Concept Attainment Lesson Format F 24(1) (1)

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Mini Lesson Writing Lesson Format 25 (2)