1. Multi-Tiered Systems of Support
EILMS

2. Challenge #1 Randomized Group (Heterogenous Group)
One related arts teacher
One intervention specialist (SPED/ Gifted)
One 4th grade teacher
One 5th grade teacher
One 6th grade teacher
One 7th grade teacher
One 8th grade teacher
Cheri

3. Accommodation, Modification, Intervention Activity
With your table, sort the cards into three groupings.
Accommodations
Modifications
Interventions
Cheri

4. MTSS
I can:
recognize the differences between accommodation, modification and intervention
define MTSS and understand the framework
identify tier 1, 2 and 3 interventions, accommodations and modifications at EILMS
Tracie

5. Accommodations
Physical or environmental changes that can be made for ANY student
Does not alter what the student is expected to learn or teach a specific skill
Makes learning accessible to the student and allows the student to demonstrate what he or she knows
“Levels the playing field” - is not meant to provide an undue advantage to the user
Eric

6. Modifications Alters content knowledge expectations
Teaching strategies are modified so that material is presented differently, and/or the expectations of what the student will master are changed.
Change in the course of study to meet the ability and needs of a student.
Instead of “leveling the playing field”, modifications “change the field the student is playing on”.
Abby

7. Interventions
Activities to teach a specific skill, build fluency or encourage application of existing skills to a new situation
Requires targeted assessment, planning, and data collection
Student’s response to the intervention is monitored and assessed to determine effectiveness and future planning.
Cheri

8. Do you need to make any changes?
Re-Sort Activity
Do you need to make any changes?
Cheri

9. Accommodation & Modification
Utilize specialized curriculum written at a lower level of understanding
Adapt or simplify texts for lower level of understanding
Change content area requirements by simplifying vocabulary, concepts and principles
Lower reading level of assignments
Adapt worksheets with simplified vocabulary
Complete fewer or different homework problems than peers
Reduce reading level of a test
Write shorter papers
Answer fewer or different test questions
Create alternate projects or assignments
Give students more time to finish assignments
Reduce background noise
Teachers frontload vocabulary and key concepts before class
Assign a reading buddy for science
Cue the student to begin and end tasks
Parents and teachers check the student’s assignment book daily.
Provide Special Grips
Read tests to the student
Give the student “wait time” to process information
“Chunk” assignments and tests
Abby

10. Intervention
Teach student to use graphic organizers and diagrams to separate and sequence information
Teach the student to ask for assistance when he gets stuck
Students learn to use manipulatives or illustrations to explain his thinking
Teach student to mark how far he can get on the assignments in three minutes
Student is taught to self-correct using checklists and rubrics
Teach student to use taped lectures to revise his notes
Student explains the step-by-step directions to a partner before beginning a task
Student analyzes good and poor behavior as she watches a skit or film
Student is taught to mimic the behavior modeled by the adult and explains what she is learning
Student gives oral answers on assignments and tests
Abby

11. Eric and all

12. mtss Framework- what is it?
·addresses academic needs as well as social, emotional, and behavioral development of children from early childhood to graduation.
·provides multiple levels of support for all learners (struggling through advanced).
·aligns resources and support for students receiving instruction AND for teachers and other support staff who
are delivering the instruction.
·strives to ensure that practices, policies, and programs are aligned on classroom, school, and district levels.
Tracie

13. •includes a focus on intervention with a strong goal on prevention.
•benefits from continued support for teachers in delivering instruction, utilizing and developing effective curriculum, administering assessment, and using data to guide instruction.
•requires a greater focus on collaboration between general education and special education within each school as well as between the school and the district office.
•includes a focus on intervention with a strong goal on prevention.
•requires that teachers, administrators, district personnel, and student support specialists change the way that they have traditionally worked together to include a more collaborative and cohesive culture.
Tracie

14. MTSS
I can:
recognize the differences between accommodation, modification and intervention
define MTSS and understand the framework
identify tier 1, 2 and 3 interventions, accommodations and modifications at EILMS
EXIT TICKET!
Cheri

15. Write at least one intervention, one accommodation, and one modification that you have used in your classroom or that you have observed elewere in the building.
Blue - Intervention
Pink - Modification
Yellow - Accommodation