Multi-Tier System

In any given classroom, you will find students with a variety of learning needs, abilities, cultures, and experiences that affect how they learn and behave in the classroom. When students are attentive, focused, and engaged, they are more likely to understand and process information from lessons and learning activities. Positive behavior in the classroom often leads to academic success. How can you encourage your students to be attentive and engaged in the classroom? One way that effective teachers do this is by applying multi-tiered systems of supports (MTSS). In the course, you learned about MTSS and strategies for implementing multi-tiered interventions to help all students learn and avoid exclusionary discipline and engage appropriately in classroom activities. In this task, you will apply what you learned in the course about appropriate learning interventions and positive behavioral interventions at each tier. Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. A. Analyze a learning intervention support appropriate for Tier 1 of a multi-tiered system by doing the following: 1. Describe a learning support appropriate for Tier 1. 2. Describe a learning need and why the learning intervention support in part A1 is appropriate to address that specific need. B. Analyze a positive behavioral intervention support appropriate for Tier 2 of a multi-tiered system by doing the following: 1. Describe a positive behavioral intervention support appropriate for Tier 2. 2. Describe a behavioral situation and why the positive behavioral intervention support in part B1 is appropriate to address that behavior. C. Analyze a learning intervention support appropriate for Tier 3 of a multi-tiered system by doing the following: 1. Describe a learning intervention support appropriate for Tier 3. 2. Describe a learning need and why the learning intervention support in part C1 is appropriate to address that specific need. D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission. CORRECTIONS NEEDED: A1. Tier 1 Intervention Approaching Competence Approaching Competence: The description inaccurately explains the learning intervention support and why it is appropriate for Tier 1, or the learning intervention support is not appropriate for Tier 1. EVALUATOR COMMENTS: ATTEMPT 2 The work suitably discusses how tier 1 targets the whole class, however, a description of a specific learning intervention support is not provided. A2. Tier 1 Support for Student’s Need Approaching Competence Approaching Competence: The description does not address or inaccurately explains why the learning intervention support in part A1 is appropriate for addressing the described learning need. EVALUATOR COMMENTS: ATTEMPT 2 The work provides a general discussion of tier 1 instruction. Due to a specific Tier 1 learning intervention support not being described in aspect A1, this aspect is insufficient. Upon revision, this aspect can be more fairly evaluated. B1. Tier 2 Intervention Approaching Competence Approaching Competence: The description inaccurately explains the positive behavioral intervention support and why it is appropriate for Tier 2, or the positive behavioral intervention support is not appropriate for Tier 2. EVALUATOR COMMENTS: ATTEMPT 2 The work sufficiently discusses how a school counselor, school administer, co-teacher, or behavior specialist could reasonably support student behavior, however, this is not a valid tier 2 intervention. Upon revision, provide an explanation as to why the intervention would be appropriate for tier 2. B2. Tier 2 Support for Student’s Behavior Approaching Competence Approaching Competence: The description does not address or inaccurately explains why the positive behavioral intervention support in part B1 is appropriate for addressing the behavior in the described situation. EVALUATOR COMMENTS: ATTEMPT 2 A valid description of how specialized personnel can support student behavior is presented. Due to a valid Tier 2 behavior intervention support not being described in aspect B1, this aspect is insufficient. Upon revision, this aspect can be more fairly evaluated.

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