MTSS Supports at Interagency

Please open the tabs below to learn more.

Online Learning

Tier 3:

Student intervention team meetings
Communication with admin/family
Peer mentors/leaders
Creating new content
Working 100% of the time at home

Tier 2:

Using Newsela
In Odysseyware
- Printing out lessons
- Adding additional retakes
- Using ELL supports
- Customizing course content (i.e. add/delete assignments, provide alternative assignments)
- CRx (i.e. allow pre-testing0
Providing alternative assignments
Providing one-on-one supports
Using timers/seating charts
Using laptops to work in different spaces around classroom and/or outside of classroom
JRT
Providing more specific information to families
Providing a break down of work/chunking work (e.g. calendar, weekly schedule)
Collaborate with SpEd teacher
Expected pacing guides
Alternative seating (e.g. stability balls, couches, etc.)

Tier 1:

Weekly goal setting, SMART goals
24-hr access
Teacher-taught history lessons (UDYC & SW)
Credit trackers
common lesson/strategy planning in PLCs
WARs (report current grade and progress, at some campuses – time logged in)
If coming through intake – intro to online learning by Trisha
Odysseyware
- Intake Intro course
- message system for communication between students/teachers
- various campus/individual reports
Celebrate progress
Protected planning time for online teachers
Family contact
Teaching about reading strategies
Sub folders for specific OW steps during absences
On track pacing = 3% progress per period
Unlimited time to finish
Everyone takes intro course
Site-wide support from all staff
Brain breaks/teaching stamina
OARS lessons
Anchor charts
Content-based lessons
Completion challenges

English Language Arts

Tier 3:

testing accommodations
IEP referral
Individualized projects and curriculum — Running Start
ELL intensive supports
phonics (Wilson?)

Tier 2:

differentiated rubrics
book clubs
IEPs
reading intervention/support classes
differentiated assessments
writing plans, individualized supports, and/or re-teaching
Newsela and Upfront
chunking articles and developing questions for individuals or small groups
ethnic studies
SLP development support for returning students (including assessments)
alternatives to SBA (get more info for 2019-2020)
identify students with tier 2 and tier 3 needs during intake process and begin to connect to services
identify ELL students during intake and assess needs
intake support for students who do not go through regular intake process (Alder and IQA mainly)

Tier 1:

highly qualified teachers
readers and writers workshop
scaffolding to accommodate multiple levels
grading based on growth
individual choice for independent reading and writing
multiple ELA classes
using student-facing rubrics
teachers confer with students about reading and writing
get MAP score breakdown for each student tested during intake — independent reading at own level
book clubs
Hochman Method

Math

Tier 3:

Referral for mental health services
Referral to nurse or health clinic
Referral to drug and alcohol assessment, counseling and/or treatment
Engaging resources to meet students’ needs (housing, food, legal representation, and more)
Off-grade level testing (SBA), when appropriate
LDA testing, when appropriate
evaluate for an IEP, when appropriate and with consent of family and student

Tier 2:

Math Lab (often in addition to algebra or geometry)
Collaborative approach with math and behavior; connecting goals
Team approach between math and SpEd interventionists
Daily/weekly goals to motivate, develop focus
SIT (student intervention team) / wrap-around meetings
Connecting with families about strengths and challenges
Collaborating with other staff to effectively teach students

Tier 1:

MAP Testing
Diagnostic Test (Renaissance) at Detention
Classroom grouping to maximize learning
SBA preparation, integrated into each class (desmos, interims, and more)
Responsive and flexible placement
Allowing students to take more than one math class, when appropriate
Teach and reinforce growth mindset
Differentiated math strategies for different learning styles
Classroom manipulatives for math learning (hands on equations and algebra tiles, for example)
anchor charts (student and/or teacher-generated)
student-generated assessment
Differentiated curriculum and student materials
Customized credit earning in math
Formative assessments
Oral assessment
Individual support
Small group instruction
Provide access to Desmos calculator
Develop cooperative group skills
Organized math binders
Display student work

Student Progress

Tier 3:

Home visits
Changing campuses
21+ Program
Modified/personalized ALE intervention
IEP Evaluation
Referral to alcohol/drug protocol
Referral to Open Doors

Tier 2:

King Makers
High School 2 Life Team
SIT Referral
Emergency Basic Needs
Academic Intervention classes
Legal services
JRT
Restorative Conference
Care Coordinators
Student-led Conferences with parents/support systems
Modified ALE schedule
Levy work
Mental health counseling

Tier 1:

SLP
Goal setting
WARs
Giving Room
Small class sizes/low student:teacher ratio
Senior planning
Credit Trackers
Personalized schedule
Calls home
Community celebrations
ORCA cards
College visits
SLCs
4-day intake
REACH
Community Circles
Health care
food

Trauma-Sensitive Environment

Tier 3:

Wrap-around care
CBT
One-on-one learning
Substance abuse treatment
Mental health counseling
Mental health first aid
Mental health clinic
Mental health treatment

Tier 2:

Restorative circles
Health clinic
Offer opportunities to do modified assignments
Counseling services
Community passage ways
180°
Offer one to one mentoring
Sober recovery
Offering different spaces
Behavior modification
Mediation
Shelter case manager
Case management
MKV liaison
Problem solving
Set meetings small or large group

Tier 1:

Meeting students where they are
One-on-one with a staff person
Community circles
REACH
Advisory
Ruler
SLP
Physical environment
Food
Art
Help with shelter
Offer group activities
Clothing
Feel important
Give praise
Help problem solve
Clear directions

Dream List for Trauma-Sensitive Environment:

Better pay
More PD on current issues, including gang trends, drugs, mental health
Case management for all campuses
Bridging community services
Smaller IEP case loads
Housing for students
More services for King Country
24-hr crisis line for Interagency
Mental health counselors
Mentors and mentoring

Math/Alebra Lab RTI Pyramid

Tier 3

We give student the option of working on assignments from home and taking assessments at school to receive credit if successful.
“Packet of Work” on skills the student wishes to improve on.
Students can receive credit in math lab for math work completed in other courses or programs such as “Shop” or Culinary.
Shorten Period and assignments for earning full credit.
Use of Khan Academy videos, lessons and practice problems.

Tier 2

Individual/ One-On-One SDI.
Conferencing with students on a weekly basis.
Ask student to self-choose a topic/skills they want to work on.
Use of Utah Math curriculum as second option.
Review/Re-teach Basic Skills and math facts.
Use of Math Lab as a math credit for graduation for students with IEP’s.
Shorten Assignments for full-credit.
Assigning seats or allowing them to stay in a preferred seat.

Tier 1

Pre and Post Assessments in every unit.
Use Hands-On-Algebraic Equations curriculum, Levels 1-3. Use of Manipulatives for solving equations.
Financial Literacy
Consult with Core Math teachers to have common understanding of student deficits and strengths.
Small group instruction.
Algebraic Word Problems.
Customize awarding credit to students.
Attendance and Credit tracking and reflection on a monthly basis for the course enrolled.
Reach out to parents about student enrollment in Math Lab.

Reading Intervention/College Lit Prep RTI Pyramid

Tier 3

We give student the option of working on assignments from home and taking assessments at school to receive credit if successful.
“Packet of Work” on skills the student wishes to improve on.
Shorten Period and assignments for earning full credit.
Dual credit for work completed on NEWSELA in “online” class. Credit awarded for content and intervention.

Tier 2

Individual/ One-On-One SDI.
Conferencing with students on a weekly basis.
Ask student to self-choose a topic/skills they want to work on.
Use of NEWSELA for working remotely or for help with assessing.
Use of College Lit as as ELA credit for graduation for students with IEP’s.
Shorten Assignments for full-credit.
Assigning seats or allowing them to stay in a preferred seat.

Tier 1

Pre and Post Assessments at the beginning of the school year or enrollment. Use of Reading Naturally.
Writing Practice with prompts. Free Writing time.
Use of Rubrics for correct responses to reading materials so students can express accurately their level of comprehension.
Word Study, Greek and Latin Roots.
Guided/modeled Reading Aloud.
Use of New York Times Upfront magazine subscriptions and materials.
Use of reading articles specifically leveled to students abilities.
Consult with Core ELA teachers to have common understanding of student deficits and strengths.
Small group and whole class instruction.
Use of Post-Assessments after every article read to establish levels of comprehension.
Customize awarding credit to students.
Attendance and Credit tracking and reflection on a monthly basis for the course enrolled.
Tracking of Lexile Level growth and performance.
Reach out to parents about student enrollment in College Lit Prep.