EUSD is committed to its vision of “actualizing the unlimited potential of every learner. Each and every human being is empowered, encouraged, engaged, and committed.” In support of EUSD’s vision, the district has developed a comprehensive Multi-tiered System of Supports (MTSS). Extensive professional development has taken place in establishing the District’s MTSS. The MTSS model includes 3 tiers with progressively more intensive academic interventions.
The foundation of EUSD’s MTSS is that all students receive core instruction. Tier 1 instruction is based on grade level standards and is the result of highly focused grade level collaboration and planning. Identifying formative assessments prior to teaching lessons is essential. The analysis of formative assessment data provides teachers with the important information to immediately respond to student learning.
Based on the results of formative assessments, teachers respond by providing Tier 2 academic intervention. Tier 2 instruction is timely, targeted, flexible and fluid. Immediately, reteaching allows students with the support to learn essential standards. Teachers provide Tier 2 instruction in many different ways which may include: additional reteaching of the lesson concept with a varied approach, providing additional guided practice, use of technology resources, small group instruction, and many other differentiated instructional strategies.
Students who are significantly below grade level standards receive Tier 3 intensive intervention from highly trained professionals. Tier 3 intervention is delivered to small groups of students in a systematic, explicit instructional format. Schools have established well-defined Tier 3 intervention entry and exit criteria based on multiple assessment measures. Progress monitoring and responsiveness are critical as EUSD educators support student’s mastery of grade level standards and beyond.
EUSD schools utilize a variety of strategies to provide Tier 3 academic intervention. All elementary schools have Universal Access time built into their schedule to provide extension and intervention opportunities. Intervention teachers and special education staff provide systematic, explicit intensive Tier 3 academic intervention. Through a concerted, results-driven effort, EUSD is on path to actualize its vision for every student.
Tier 3 - Intensive Interventions
Intensive support in priority skills built into the day
Provided by the best trained people
Universal Skills of Learning: reading, writing, number sense, English language, social & academic behaviors, health & home
2 or more grade levels below
Flexible grouping of students by NEED
Students need Tiers 1, 2, and 3
Tier 2 - Supplemental Interventions
Reteach ESSENTIAL grade level standards with necessary scaffolds
Remove scaffolds ASAP
Timely, targeted, flexible, and fluid
Classroom teacher & Intervention
Tier 1 - Core Instruction
All kids need access to ESSENTIAL grade level standards
CANNOT miss ESSENTIAL grade level curriculum during intervention
Multi-tiered Support System flowchart description.
Tier 1 School Wide Core Instruction - school/classroom culture and climate of learning, consistent & clear expectations and routines, ongoing.
Academic Screening with iReady
Not meeting grade level standard
Tier 2 Support in-Class Intervention - small groups 4-6 students
Overall Progress - reviewed by classroom teacher every 6-8 weeks
Not Proficient
Review in CSAT for next steps
Proficient
Monthly progress monitoring in Tier 1 by classroom teacher
Significantly below grade level (meets Tier 3 entry criteria)
Tier 3 Intervention with ELA or Math Intervention Teacher
Overall Progress - reviewed by Intervention teacher. Progress monitoring every 5 sessions.
Meets Exit Criteria
Tier 2 support in classroom with monthly progress monitoring by classroom teacher or intervention teacher
Does Not Meet Exit Criteria
Continue with Tier 3 support
Review in CSAT - if after trimester minimal or no progress is made
In EUSD, Elementary English Language Arts (ELA) and Spanish Language Arts (SLA) Intervention is a priority. Each of our 19 elementary sites has a dedicated ELA Interventionist and our 4 dual language schools have an additional Spanish Interventionist. Some EUSD schools use site funds to invest in further Intervention personnel. This tier 3 support is intended for students who are significantly below grade level in reading based on multiple assessments. Teachers are trained in the Orton Gillingham approach, and instruction is explicit, systematic, cumulative, multisensory and diagnostic. Frequent monitoring ensures that students are making progress toward their goals. Entry and exit criteria are established by each site depending on site needs.
EUSD’s Elementary Math Intervention system is designed so that elementary math tier 3 instruction is provided by a trained math intervention teacher. Elementary math intervention occurs in a separate classroom, with groups of 6 or less students, during grade level math universal access time. This tier 3 support is intended for students who are significantly below grade level (two or more years), and those who need extra time and support to address learning gaps in math beyond what the classroom teacher has the time or expertise to provide. Math intervention teachers use the Bridges Intervention program which provides targeted instruction and assessment for essential K–5 mathematics skills and concepts using a strengths-based approach that builds on each student’s abilities—starting with manipulatives, then moving to two-dimensional representations and mental images. All students can make sense of mathematics. Some students just need more time, more opportunities and more support than others.
EUSD’s Middle School Tier 3 Intervention program provides foundational skills instruction in a rostered class setting to students who are two or more years below grade level in math and reading. Trained intervention teachers use an asset-based, data informed approach that bases learning on what students already know and are able to do. This, in conjunction with explicit, systematic, small group instruction, accelerates student learning so that they can catch up to their grade level peers. As part of the core intervention experience, teachers work to improve student motivation and self-efficacy toward math and reading, as well as apply the foundational skills to students’ current grade level content, so that transference of the learning occurs and students attain long-term success with newly developed skills.
