PLCs and MTSS

How often should a school reassess whether students are in need of interventions and extensions?

• Every week
• Every three weeks
• Every month
• Every quarter

MTSS stands for ...

• Methodological Triage of Support Systems
• Measurable, Timely, Scholastic Supports
• Methods of Triage and Systematic Support
• Multi-Tiered System of Support

Tier 1 of MTSS is designed for which students?

• All students
• Students who need additional support to master essential grade-level curriculum
• Students who need intensive remediation in foundational skills.
• Students who need extensions and enrichment.

How often should a block of time be dedicated for Tier 2 interventions?

• Once per week
• At least twice per week
• One time per month
• At least three times per quarter

Enrichment is defined as ...

• "Students having access to the subjects traditionally taught by specials or elective teachers (e.g. music, art, and drama)"
• "When students are stretched beyond essential grade-level curriculum or levels of proficiency."
• "When students are given extra instruction outside of regular school hours."
• "Students having access to academic extra-curriculars (e.g. debate, mock trial, DECA)"

Which of the following is NOT recommended in the section on how to implement MTSS?

• "Every student who demonstrates the need, regardless of the teacher to whom the student is assigned, must receive extra support."
• "We must provide help during the school day."
• "Students should be pulled from enrichment to receive extra help in core curriculum."
• "Additional time and support will not come at the expense of students who have already mastered essential grade-level curriculum."

What are the two key criteria for targeting interventions?

• "By student, by standard" and "by intervention type."
• "By student, by standard" and "by kid, by cause."
• "By kid, by cause" and "by behavior, by academics"
• "By intervention" and "by student"

Which of the following are NOT tips for moving forward with connecting PLCs and MTSS?

• "Acknowledge that traditional special education is not the answer."
• "Focus on what you can control."
• "Realize that no support system will compensate for ineffective teaching."
• "Recognize that not all PLCs need to be engaged in the intervention process."

Which of the following is a traditional grading practice that can undermine PLC and MTSS intervention practices?

• Not giving make-up tests, so once a student is assessed at the end of a unit, there is no way to improve the grade even if the student attends interventions.
• Grading based upon standards with weighting toward summative evaluations at the end of the learning process.
• Allowing late work for credit.
• Grading students based on whether they met a standard instead of how they do in comparison to one another.

In which of these cases could we say that an intervention is truly systemic?

• A student needs to attend the after-school homework help club, but he or she rides a bus and can't stay.
• A student needs intensive reading support, but the reading specialist is paid for with categorical funds, and the student does not meet the funding criteria.
• A student could benefit from services provided by the special education staff, but the student does not have a disability.
• A special-education identified student needs help in mathematics instruction, and is able to receive such help in a midday intervention period with regular education students.