Tier 1 | MTSS Center

Lesson Plans to Support High-Quality Middle School Math Instruction

High-quality core math instruction is the foundation of a successful multilevel prevention system within a multi-tiered system of supports framework. As noted in Infusing EBPs to Improve Middle School Math Instruction, when schools and teachers fail to focus on delivering high-quality core instruction, delivering supplemental math support is not enough to address the needs of middle school students with math difficulty. Developing high-quality middle school math instruction starts with good preparation.

Infusing EBPs to Improve Middle School Math Instruction

To be successful in mathematics across grade levels, students must establish foundational mathematics skills because most newly acquired mathematics skills require the use and understanding of prerequisite skills. Longitudinal studies show that students who fall behind in as early as Grade 4 are likely to remain behind their peers as measured in Grade 8 (New Classrooms, 2019). In middle school, students with math difficulty or chronically low math achievement often have large gaps in mastery of prerequisite skills or unfinished learning.

Tier 1: Considerations for Improving Tier 1 Instruction, Curriculum, and Environment

A strong and comprehensive Tier 1 is an essential part of an effective multi-tiered system of supports (MTSS). Core instruction includes the use of differentiation to meet the needs of all learners. This resources lists strategies and considerations that can be adjusted across instruction, curriculum, and the environment to meet the needs of a wide range of learners, prevent and/or address deficits that may require more intensive intervention, and sustain health Tier 1 programming.

Cultivating Oral Language Literacy Talent in Students (COLLTS)

Cultivating Oral Language Literacy Talent in Students (COLLTS) is an early childhood program comprised of English and Spanish units that promote the development of pre-reading skills, oral language proficiency, and background and conceptual knowledge through interactive reading of high-quality children’s literature.

Attaining Core Content for English Language Learners (ACCELL)

The ACCELL approach includes methods, resources, and tools to help teachers across the subject areas scaffold core content for ELLs. ACCELL was strategically developed from the ground up to align with college and career ready standards.

Understanding Teaching Conditions

Improving teaching conditions is essential for states and districts to address equitable access to effective teaching within MTSS. This module provides five hours of material, including hands-on activities, which can be adapted and customized to your state or district context and needs.

Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

In this tool, teachers can self-assess on 10 teaching practices that support social and emotional learning for students. This can help teachers reflect and assess how well their own teaching practices support SEL for students within MTSS.

SEL Coaching Toolkit

This toolkit can support instructional staff in implementing SEL practices through planning, observations, feedback, and action planning. This toolkit is only for formative purposes—not for evaluating or rating teachers. It is designed for instructional coaches, administrators, and district leaders.

Strategies for Equitable Family Engagement Resource

This resource provides an overview of evidence-based strategies that schools and districts may use to promote equitable family engagement practices. Organized around five categories of equitable family engagement strategies, this resource includes summaries of the research on equitable family engagement as well as examples of school and district practices across the country, linking to publicly available information where possible.

Brief: School Climate and Conditions for Learning

This brief describes how school climate and SEL can and should be integrated in future research and practice for healthy schools, allowing the two previously separate concepts to work hand-in-hand.

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