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Fulton MTSS Instruction Flow Chart (Tier II: Some students participate (5…
Fulton MTSS Instruction Flow Chart
Tier II:
Some students participate (5 - 20%)
Tier II: Instruction & Supports
Small groups of students with similar skill levels/needs
Remediation specific skills (academic and behavioral).
Instructional interventions are differentiated and scaffolded
Academic and behavior interventions should be evidence based
Parents and students are informed and actively engaged
Tier II: Assessment
Progress is monitored every 5 weeks through a skill-specific measure (e.g. measuring same skills as identified with diagnostic).
Monitoring targeted skills, intervention activities / frequency and progress-monitoring data should be tracked within MTSS Sheet
Tier I:
All students participate - Meets needs of 80-90%
Core Instruction, school/slassroom climate and social emotional skill building for all students in all settings (inclusive of ELL and SPED students)
Universal design & supports (e.g. small groups, re-teaching, enrichment, and/or additional instruction)
Tier I:Instruction & Supports
Tier I: Assessment
Universal screening through use of either spring (NWEA, PARCC) or fall (TRC/DIBELS, mClass Math) assessment measures. SEL screening through pink slip referral process
Progress is monitored toward grade level proficiency through unit summative assessments and performance tasks
MTSS or Mult-tiered System of Support
is designed to provide the appropriate level of instruction and intervention for all students. Using data to monitor the academic, social emotional, and health development of students, educators can make informed instructional decisions to meet the needs of all students at all levels of attainment.
Tier III:
Few students participate (1 - 5%)
Tier III: Instruction & Supports
Small groups or individual supports
Intensive supports for students with significant and chronic deficits
Increased intensity with small group instruction or one-on-one
Tier III: Assessment
Progress monitored at leas monthly through a skill-specific measure (e.g. measuring same skills as identified with diagnostic).
Monitoring targeted skills, interventions / frequency and progress monitoring data should be tracked within MTSS Sheet
Flagging for Potential Intervention Needs
Low performance on baseline assessments
10 week grades of D or F
Low self awareness and self management skill
Socially unaware and limited interpersonal skills
Limited decision making skills
Inability demonstrate responsible behavior
Below proficient performance on district assessments
Video:
https://www.youtube.com/watch?v=cyj4xeNsvv8