MTSS

A teacher reviews her data and realizes a student has problems with number sense. This is an example of...

• assess

• diagnose

• intervene

• progress monitor

A teacher administers an EL Benchmark in the classroom to determine how her students are progressing in decoding.

• assess

• diagnose

• intervene

• progress monitor

A teacher administers an ORF probe bi-weekly to her student who is struggling with fluency.

• assess

• diagnose

• intervene

• progress monitor

A teacher has a conversation with a facilitator regarding her classroom data.

• assess

• diagnose

• intervene

• progress monitor

A teacher pulls a small math group 3 times per week to work on addition using Kathy Richardson math games.

• assess

• diagnose

• intervene

• progress monitor

A teacher pulls a small group for reading fluency using UNCC Fluency Partners.

• assess

• diagnose

• intervene

• progress monitor

A teacher administers MAP and from the data realizes a student is struggling with letter naming.

• assess

• diagnose

• intervene

• progress monitor

A tier 2 student is not making progress with interventions on fluency. The facilitator administers CORE Assessment to dig in further.

• assess

• diagnose

• intervene

• progress monitor

A tier 2 student is not making progress with interventions on fluency. The facilitator administers CORE Assessment to dig in further. During the MTSS meeting that follows this assessment, the team decides to drop back to decoding interventions.

• assess

• diagnose

• intervene

• progress monitor

A tier 2 student is not making progress with interventions on fluency. The facilitator administers CORE Assessment to dig in further. During the MTSS meeting that follows this assessment, the team decides to drop back to decoding interventions. The teacher works with the student on EL skills 4 times per week.

• assess

• diagnose

• intervene

• progress monitor