In an age where educational landscapes are constantly shifting, educators, parents, and policymakers are seeking robust frameworks that can accommodate the diverse needs of students. One such approach gaining significant traction is the Multi-Tiered System of Supports (MTSS). This structured support strategy is not just another educational fad; it’s a comprehensive model that is revolutionizing classrooms by providing targeted interventions aimed at elevating learning outcomes. The fact is there are many benefits of MTSS.

The skepticism held by some administrators towards MTSS, especially at the secondary level, is often rooted in misconceptions about its efficacy. However, when implemented correctly, MTSS can yield significant progress for students across all grades.

MTSS is more than just an academic lifeline; it’s a means to empower students to become active participants in their learning journey.

By understanding their learning processes, students can take control of their education, boosting their confidence and motivation to tackle academic challenges. This empowerment builds resilience, fostering a community where each learner’s unique path is supported. This is just one of the many benefits of MTSS for students.

MTSS extends its benefits beyond the student desk. Teachers and administrators are often on the brink of burnout. They are grappling with the pressures of adapting to new curricula and the relentless pace of educational reforms. MTSS provides a collaborative, non-judgmental environment where educators can share resources and strategies, offering a sense of community and support that’s sorely needed in today’s educational system. We bring to light the poignant stories of teachers and students from the frontlines, illustrating the real-world impact of MTSS.

Another crucial aspect of MTSS is its role in alleviating the strain on special education resources. It’s not a shortcut to special education but a proactive approach to provide targeted support and keep students on grade level. By reducing the demand for special education, those who truly require individualized attention can receive it more effectively.

For parents, MTSS offers clarity and empowerment, enabling them to understand and engage with their child’s educational needs better. 

MTSS demystifies the support process for parents, equipping them with the knowledge to reinforce learning at home and contribute to their child’s success.

The episode doesn’t just highlight the theoretical advantages of MTSS; it provides a practical blueprint for its implementation. We walk listeners through the MTSS process, detailing how each tier functions and the kinds of interventions that can be employed. The podcast becomes a treasure trove of strategies, resources, and anecdotes that any educational stakeholder will find invaluable.

In summary, this podcast episode is an enlightening exploration of MTSS. The benefits of MTSS extend past its impact on various facets of the educational system. It has the potential to reshape the future of learning. Here at Teaching Struggling Learners, we not only advocates for MTSS but also offer a comprehensive guide on how to harness its transformative power. The podcast is a must-listen for anyone invested in creating a more supportive, resilient, and successful educational environment for all, as well as understanding the full benefits of MTSS.

The post What are the Benefits of MTSS? appeared first on Teaching Struggling Learners.

Many wonder, what is the purpose of MTSS?

The purpose isn’t what many teachers and administrators think.

The Multi-Tiered System of Supports (MTSS) is more than a gateway to special education—it is a comprehensive framework designed to address the needs of all students and empower educators. Let’s shed some light on the misunderstood potential of MTSS in our recent podcast episode. This in-depth discussion is not only informative but also challenges the status quo of educational support systems.

MTSS is traditionally viewed as a process to identify students who require special education services. However, we argue that its purpose extends far beyond this limited scope. MTSS is a proactive strategy to fill skill gaps, support behavioral needs, and ensure that students stay on grade level. It is a preventive measure, employing early warning systems and tiered interventions that are tailored to individual student needs. This anticipatory approach minimizes the need for special education by addressing issues before they become too hard to handle within the general education classroom.

MTSS actually serves several purposes….

The importance of MTSS in collaborative teaching is another key focus of the episode. Collaboration in education is often undervalued, yet we emphasize that a collective effort among educators is crucial for the success of MTSS. Through sharing challenges and solutions, teachers can learn from one another. This helps teachers enhance their instructional methods and classroom management techniques. MTSS, when implemented correctly, serves as a professional development tool that benefits not only students but also educators. By fostering a supportive community that combats the isolation often felt in the teaching profession, we can keep good teachers in the classroom

A judgment-free MTSS environment can lead to improved school culture and teacher retention. By creating a space where educators can freely discuss their struggles without fear of criticism, teachers are more likely to stay engaged and satisfied with their jobs. The podcast discusses how MTSS meetings should be used as platforms for positive reinforcement and shared learning, rather than arenas for scapegoating or passing judgment.

From addressing widespread behavioral issues to supporting academic growth in subjects like math and writing, MTSS can help improve student outcomes.

 MTSS is not just an educational framework; it is a catalyst for change in the way educators work together and support students. This episode calls for a reevaluation of MTSS and its implementation in schools, urging educators and administrators to harness its full potential. By doing so, we can create educational environments where both teachers and students are set up for success.

Tune in to this enlightening podcast episode about the purpose of MTSS and explore how you can transform your classroom with the effective application of MTSS. Remember, when educators come together, students are not the only ones who benefit—the entire educational community thrives.

The post What is the Purpose of MTSS? appeared first on Teaching Struggling Learners.

Have you ever wondered what MTSS is anyway? Let’s dive in to define MTSS, and make the entire system more friendly!

In the ever-evolving landscape of education, it is paramount to address the diverse needs of students through effective support systems. The Multi-Tiered System of Support (MTSS) framework has emerged as a cornerstone for providing structured educational support. In the latest episode of the Reaching Struggling Learners podcast, we take a deep dive into the MTSS framework, which is a game-changer in crafting supportive and inclusive learning environments for students.

At its core, the MTSS framework is built upon three essential tiers, each designed to meet the varying levels of student needs.

The conversation begins with an examination of Tier 1, which lays the foundation for every student’s educational journey. This initial tier encompasses the core curriculum and behavior expectations, setting the stage for academic and social-emotional learning. Tier 1 instruction must be robust, particularly in critical skill areas such as phonics and math fluency, to ensure that all students are supported effectively.

The podcast progresses to Tier 2, which offers targeted strategies for students who require additional assistance. This tier is pivotal for those who are within the grade-level band but are beginning to show signs of struggle. It is in this tier that foundational skill gaps are identified, and specific interventions are implemented to keep students on track. The discussion sheds light on the importance of continuous monitoring and adjustment of strategies to ensure that these interventions yield positive results.

What is MTSS without the individuals supporting the students?

As the episode unfolds, the spotlight shifts to the often-unsung heroes within the education system: paraprofessionals and aides. Despite their lack of formal certification, these dedicated individuals play a critical role in delivering data-driven, individualized support through Tier 3 interventions. These interventions are tailored for students who are significantly behind their peers, requiring a more intensive and personalized approach. We passionately advocates for the appreciation of these educators, who often lead the charge in supporting student success.

The journey through answering the question: What is MTSS? is not without its challenges. Educators face significant hurdles in sourcing quality interventions, especially for subjects like math and writing. The podcast addresses these challenges head-on, while also acknowledging the limitations imposed by certification requirements on who can lead intervention groups. By celebrating the contributions of all educators, regardless of their certification status, the conversation highlights the collective effort required to advance the educational experiences of our students.

An understanding of MTSS is essential if we want to improve schools and student outcomes.

In sum, this podcast episode serves as an essential guide for educators, parents, and anyone invested in the success of our students. It underscores the importance of a well-structured support system that is adaptable, inclusive, and deeply committed to the progress of every learner. By peeling back the layers of the MTSS framework, we gain a clearer vision of how to craft strong foundations in student learning environments and celebrate the progress of our students.

Check out the podcast episode below for all of the information!

The post What is MTSS? appeared first on Teaching Struggling Learners.

 Time to confront the uncomfortable truth that our education system is not serving our students as effectively as it should. The Multi-Tiered System of Supports (MTSS), a framework designed to provide varying levels of support based on student needs, has come under scrutiny. A revamp of MTSS is not just necessary but imperative for the success of today’s students. If we do not fix MTSS many students will be left without invaluable foundational skills.

The current state of education sees an unexpected majority—over 70% of students—requiring additional help, which significantly surpasses the 25% originally anticipated by the MTSS framework. This mismatch has placed undue strain on educators and students alike, highlighting the inadequacies of a one-size-fits-all approach to curriculum and support. School stakeholders know the pressing need for high-quality Tier 1 instruction that incorporates a dynamic curriculum and effective teaching strategies tailored to diverse learning styles.

Enhancing Tier 1 instruction alone is not enough. A comprehensive overhaul of the MTSS is critical. This involves equipping educators with the necessary training, resources, and streamlined processes. These improvements aim to make intervention implementation and progress monitoring more efficient and effective. We must fix MTSS to prevalent skill gaps among students, especially in foundational subjects like reading, writing, and arithmetic. The frustration expressed by secondary education teachers over their students’ lack of basic skills underscores the urgent need for systemic change.

While MTSS was not designed to cater to the majority, its core principles, when applied effectively, can rapidly improve students’ foundational skills and academic outcomes. 

The podcast episode below identifies the cracks in the current system but also provides a roadmap for constructing a more robust and effective MTSS. In order to solve the education crisis, we must fix MTSS.

All stakeholders must embrace change and work collaboratively to develop a future-proof strategy that adapts to the evolving needs of our student population. We must commit to a holistic transformation of our support systems to ensure every student has the opportunity to thrive. As the episode concludes, listeners are left with a sense of urgency and a promise for continued discussion on demystifying MTSS and its critical role in the direction of special education.

To fix MTSS, we must reimagine interventions in contemporary education and to craft a strategy that is inclusive, individualized, and future-proof. It is time for a a stark reality check and a beacon of hope for those invested in creating a better future for our learners.

The post We Must Fix MTSS to Fix Schools appeared first on Teaching Struggling Learners.

The crisis in our education system is a topic that has sparked heated discussions among educators, parents, and policymakers alike. Delve into the intricate web of issues that plague our schools, presenting a detailed examination of the alarming trends in student performance and teacher retention with me.

At the heart of this crisis lies the undeniable fact that a significant portion of students are not meeting the basic reading and math benchmarks. The National Assessment of Educational Progress (NAEP) data paints a grim picture with only about 30% of students at grade level in these core subjects. This statistic is not just disappointing; it’s a clarion call to action for all stakeholders in education. What is causing this widespread academic failure?

One of the critical factors is the narrowed curriculum that prioritizes reading and math at the expense of subjects like art, music, science, and social studies. This reduction students’ exposure to a well-rounded education and quashes the joy of learning. The result is a generation of students who are disengaged and unmotivated.

The pressure on teachers is another angle of the education crisis that cannot be overlooked. 

The high turnover rate among educators is a clear indicator of the stress and untenable working conditions that teachers face daily. This exodus of qualified teachers from the profession further exacerbates the situation, leaving schools struggling to maintain quality education.

 We need a robust Tier 1 curriculum that focuses on foundational skills such as phonics. Without a solid foundation in these early academic skills, students will encounter difficulties as they progress through their education. The consequences are a domino effect of failure and frustration.

In the face of these challenges, we must not merely expose the problems. We must sound a call to action for educational renewal. We need transformative approaches that will repair the fractures within our educational system. Our society must recognize the current situation is unsustainable and a concerted effort is required to bring about change.

The message is clear: we must undertake a mission to transform pedagogy for the next generation. 

 It is our responsibility to create educational institutions where students can thrive, and teachers teach with crucial support and resources. Join us on this journey, and let’s build an education system that we can all be proud of. Let’s work together to fix the crisis in education.

Whether you’re a teacher, administrator, parent, or concerned citizen, this episode invites you to join the movement towards revitalizing education.

The post An Education Crisis appeared first on Teaching Struggling Learners.

In our recent podcast episode, a thought-provoking conversation unfolds around the complexities of two crucial frameworks in the educational support system: MTSS (Multi-Tiered System of Supports) and Special Education. The discussion is timely and urgent, delving into how these strategies can be implemented effectively to bolster student success.

We confront the prevalent misunderstanding of MTSS as merely a pathway to special education. Instead, we envision a synergistic relationship where MTSS and special education share data, interventions, and expertise to foster a holistic support environment. We emphasize the need for schools to make data-driven decisions, conduct periodic reviews, and set targeted goals. This approach is essential for actualizing the commitment to student progress and transcending the realm of empty promises.

It is time for some revolutionary thinking in education.

Teaching Struggling Learners calls for a revolutionary rethinking of our educational support systems. She advocates for a consistent approach, including shared resources between MTSS and special education. Highlighting the potential of interventions like the Orton-Gillingham approach, she suggests that they could elevate all students, possibly preventing some from requiring specialized services altogether.

Improving education for students comes with a stark reminder: too many students are lagging in fundamental skills. We address this head-on, proposing a year dedicated to innovation, aiming to mitigate teacher burnout and stymie the exodus from the teaching profession. By simplifying teaching and focusing on effective strategies, we can craft an educational experience that benefits educators and students alike.

We need accountability in MTSS and Special Education Plans.

Through passionate narrative, we reveal a deep-seated issue—the delivery of promised services in special education and the need for accountability in MTSS plans. She calls for enhanced special education processes to alleviate the burden on all stakeholders and propel true progress. Her insights shed light on the potential for a robust, inclusive support system that empowers every learner.

As the conversation draws to a close, we remain hopeful and resolute. She sees a future where educational support is not only a concept but a practiced reality. Her candid discussion lays the groundwork for an educational revolution—one that could potentially redefine the landscape of student achievement for years to come.

The episode is not just a call to action but a roadmap for educators, administrators, and policymakers. It’s an invitation to engage in a collaborative effort to refine the mechanisms of support within our schools, ensuring that every student has the opportunity to succeed. This podcast episode is a crucial resource for anyone committed to the advancement of educational equity and effectiveness.

To learn more about the comparison of these two systems, check out the podcast below!

The post MTSS and Special Education Comparisons appeared first on Teaching Struggling Learners.

One of the most perplexing issues faced by educators today is the struggle of students with reading. In today’s podcast, Jessica takes us through a comprehensive approach to understanding and addressing these challenges. She underlines the importance of digging deep to identify the root cause of a reading problem before introducing any interventions.

Collecting data far beyond the usual academic screening can offer crucial insights. The analysis of this data helps to pinpoint when and potentially why a student started struggling with reading. This goes beyond just academic scores, but also includes factors like attendance and behavioral issues.

A striking point we made is the need for updated screeners. We specifically point out the need for screeners that check for foundational phonemic or phonological awareness. The importance of this lies in the fact that a student’s pre-test practice might camouflage the real issues they are facing. This can camouflage the real root cause of a reading problem.

Additionally, she highlights the importance of understanding the two-sided coin of attendance and behavior problems. On one hand, students might be missing school due to frustration from their struggles. On the other hand, their absence could be causing them to miss crucial reading lessons. Hence, identifying the underlying causes of these problems is paramount in addressing their reading struggles.

Want a step-by-step guide to find the root cause of reading problems?

We take the conversation further by guiding listeners through a step-by-step process to better support struggling readers. We emphasizes the importance of starting with the most basic skill. Even if it means going back to letter sounds for older students, building a strong foundation is critical for their reading success.

Finally, she ends the episode with a call to action for teachers to be proactive and consistent in their efforts to help struggling students. The ultimate goal is not just to help students improve their reading skills, but also to boost their confidence and motivation to learn.

This podcast episode serves as a valuable resource for educators seeking to better understand and address student reading struggles by finding and addressing the root cause of reading problems. It provides practical strategies and insights that can be readily implemented in the classroom. It is an invitation to rethink traditional approaches and adopt more comprehensive strategies to make a significant difference in our learners’ lives.

You can listen to this podcast episode here:

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The post Determine the Root Cause of a Reading Problem appeared first on Teaching Struggling Learners.

They say that special education teachers are a “different breed” and maybe they are right, whoever “they” is. The fact is that special education teachers juggle so much every day. It is an absolute miracle that any of them make it through a week, let alone a school year. Between planning and teaching highly individualized lessons, preparing all of the materials, providing modifications or accommodations throughout the day, corresponding with other teachers, parents, specialists, and administrators, and planning for, scheduling, and writing IEPs….special education teachers are constantly buried under all the things they have to do…  Something has to give. Things are going to get forgotten, unless they can get a little bit of help. That is where this caseload manager checklist comes in.

A caseload manager can make a huge difference in keeping special education teachers on top of their responsibilities.

Since special education teachers have so much to do, one important way that I found to help myself stay on top of it was an effective caseload manager. Over the years, I tried a lot of different things. I tried putting the due dates for IEPs and re-evals in my calendar for the entire year. One year I used folders, binders, and cabinet drawers to keep the dates and paperwork organized. I had checklists upon checklists, but still I just couldn’t keep a handle on everything. It always felt like I was 2 or 10 steps behind. 

Part of being a special education teacher is always feeling like you’re a little behind. But I wanted to feel more in control of the chaos that is special education. 

Finally, one day I sat down and made a list of all the things that I needed to have streamlined. I realized that I needed something that was all-in-one. Something that I didn’t have to input the same students’ name over and over again to create tracking sheets, lists, or whatever. It took me a while, but I finally came up with my caseload manager checklist.

So, here are the things that I decided I had to have:

#1 The caseload manager had to be easy to use.

It was important that the manager be easy to use and implement. That meant that my caseload manager checklist included using technology that was relatively familiar or could at least learn quickly through use. Also, it had to be software or something that I had access to right then. I didn’t want to have to do research and buy stuff. It needed to be something that was familiar enough that I had it already.

#2 The caseload manager had to be something I could set-up one time and just update as needed.

When I created my caseload manager checklist, I had several friends who had sheets or documents that they used to keep track of IEP dates, goals, accommodations, and other things. The problem was that every time an IEP was updated, they had to redo the entire thing. That wasn’t going to work for me because I didn’t have time for that and quite frankly, they didn’t either which is why they never really used them consistently. 

I decided that I needed something to put information into one time, and it would replicate it anywhere else it was needed. This included accommodation logs or IEP snapshots to hand out. Obviously when goals get updated, the manager would need to be also, but I didn’t want to have to re-input everything that was the same, like name and birthdate. Also, I wanted something that could carry over for the following year if I had any of the same students. Let me tell you, that made a huge difference when I was getting things ready from year to year.

#3 This was the most important thing for me. The caseload manager had to life easier, not add another thing for me to do in my already hectic schedule.

It was important that this would save me time and energy over the course of the year. Setting up something like this would take time initially, but by the end of the year, I wanted a net gain on time. 

So, I added a list of things that I wanted the manager to make automatically to my caseload manager checklist. 

The caseload manager needed to help track IEPs and re-eval rates obviously. It needed to track classroom and testing accommodations, parent communication, and consultations with students and teachers as needed. I wanted something that made lists for me to be able to create checklists for everything including paperwork. Making IEP Snapshots for all of the students on my caseload was a must. Finally, I wanted somewhere to record goals, and data from progress monitoring. Graphing it for me to include in progress reports was essential. 

It took me many hours to flesh all of this out, but I finally did create my own caseload manager several years ago. It has saved me countless hours, especially since it auto-populates my IEP Snapshots for me. I created mine in Excel, and if you would like to check it out click here. For the version I’ve shared, I’ve blocked the cells or spaces that are critical to auto-populating information. So even those who aren’t comfortable with Excel can use it easily. For the more advanced Excel users, there is a more open version for them to manipulate. Just be aware I can’t fix things if you dabble a little too much and change links around. 

If you’re looking to make your own caseload manager, spend some time really thinking about what would make your life easier and what exactly you need to get the job done more efficiently. I have another podcast episode where I discuss how to make your own caseload manager.

For more information about how I created my ultimate caseload manager checklist, check out the podcast below!

The post The Ultimate Caseload Manager Checklist appeared first on Teaching Struggling Learners.

You have MTSS in your school, and there are several students in your class who are struggling in reading. They are receiving the interventions that they need to make progress. But you have noticed that several of your students are also struggling in math. Yes, you know that you should provide support in math, but the thought of progress monitor math goals seems daunting….even though you are already doing this for several of your students in reading. 

How do you get started with and easily maintain (or at least try to) progress monitoring math goals? That’s what we will talk about today, so stick around!

There are many schools out there which have been implementing MTSS for reading for a long time. The reality is that there has been a huge federal focus (at least in the US) on reading scores. There is a lot more money tied up in reading programs and interventions than there is in math. That is why MTSS and progress monitoring reading goals is much more prevalent. But that doesn’t mean that MTSS is only for reading. 

The fact is that students struggling with math can benefit greatly from the same system, when it is implemented appropriately. For the record, behaviors can also be supported through this exact same system, though there are very few schools out there ready to get started. 

The first things that we have to do is identify struggling students AND the most basic skill deficit. This skill deficit is what is impacting their academic performance. 

With math progress monitoring, most teachers and schools want to focus on word problems. They believe that by improving how students perform on word problems, then their overall math skills will have improved. 

The fact is that word problems are like reading comprehension. All the other skills build up so that word problems can be applied. Students have to have basic numeracy skills, be able to add and subtract, multiply and divide, understand fractions or whatever else the word problem is calling for before we can add in a bunch of words for students to read and comprehend to answer the math problem. 

Word problems are basically the culmination or application of the foundational math skills. Students struggling with basic addition and subtraction will struggle to answer basic addition word problems.

Check the more basic or prerequisite skills getting in the way of answering the problems correctly. Often times, it boils down to struggles with math fact fluency, or understanding place value or fractions. All of these skills can be improved upon, once we have identified what the basic skill is that is lacking.

Use universal screeners and other formative assessments to identify the students needing help, and what skills need focus. Some assessments can also give you your baseline data. Now you’re able to really tell how much of an impact your interventions have had.

Determine how quickly the student can or should master a skill or a piece of the skill. Then create a reasonable goal for the student to work toward. For example, a reasonable goal for a student could be that the student will be able to answer 30 addition problems within 20 in 1 minute.

Obviously, the goal depends on what the student needs to work on and how quickly the student retains information when intensely practiced. Take into account whether the student has test or timed text anxiety. Students who freeze up during timed assignments probably won’t do well with timed tests. Instead, expect the student to be able to complete a percentage of problems accurately. Another option could be to give the student more time or fewer problems. The goal is still that their fluency still increases to a more acceptable level. 

It’s important to ensure that the goal that is created is geared toward the skill the student is struggling with. I have seen some goals created for students who were struggling with fact fluency, but the goal was to be able to answer word problems with that skill. That goal would have assessed a skill more advanced than where they were actually deficient. Continuing to make the student work at a higher level than they are struggling will just continue to frustrate the student, and won’t make the amount of progress which could be accomplished if the goal were focused on the correct skill deficit. 

Once the goal has been established, we need to identify what will be used to actually progress monitor math goals.

 it is important that the assessments be quick, no more than 3 to 5 minutes, and actually address the goal not part of it or a more advanced skill. Keeping the assessment consistent in look, number of problems, and when it is administered helps to make the data more reliable. Consistency, whether it is weekly or biweekly is important to assess the progress made and the effectiveness of the intervention. 

If you’re looking for math progress monitoring materials, check out my math progress monitoring bundle. It is a growing bundle which currently includes addition and multiplication fact fluency, as well as number identification, as well as practice activities which work great in small groups or as extra practice to send home. I’ll be adding a lot more to the bundle over the next several months, so now’s the time to check it out! I’ll put the link in the show notes to make life easy. 

Identifying the intervention to use is the next step.

The same intervention should be implemented over the course of the time frame. That way, the assessments can tell us whether it worked or not and hopefully so that the student can make the optimal amount of progress possible. I will say, for math fact fluency, just doing mad minutes daily is not an intervention. Students need to be retaught skills. They need to be provided with manipulatives and lessons to help the students understand the underlying concepts. The students can then practice using what they learned. With fluency, the idea is that the students master the skill and can quickly answer problems. Practicing this with manipulatives or lessons which teach students how to do mental math can help students improve greatly. 

Finally, collect all the materials that will be used for the 6 to 9 week time frame. Then, get them ready to go.

 If you have the weekly assessments prepped, it is much less likely that you’ll miss a week. Chances are at some point the copier isn’t going to work, or we’ll be asked to sub for another teacher. Also, it is much easier to stick to the chosen intervention when you have everything prepared and don’t leave it to figuring out the day of.

Getting all your materials together includes preparing how you will collect data numbers so that you can report it later. If you’re anything like me, you’ll get in a session and put the data info on a sticky note… Then 4 weeks later you’re regretting it because those sticky notes get lost, oh so easily in the moment.

Need some data collection sheets? Check out my freebie: 5 Steps to Getting Started with Progress Monitoring. It includes some data sheets that have worked well for me in the past. 

Here’s a bonus suggestion for you. Make a system for progress monitoring and intervention materials and plans to use with another group of students. Let’s face it, you’ll probably have another group of students who need to work on that skill later. So make your life easier and save the hard work you’ve done to use again in the future. Keep a record of the goals and outcomes used to get even better at making reasonable goals for your students. 

Looking for more help to get started with progress monitoring math goals, or goals in general? Check out my 5 Steps to Getting Started with Progress Monitoring Freebie. You can also find out more information in the blog post: 5 Steps to Begin Effective Progress Monitoring. 

For more information about how to progress monitor math goals, check out the podcast below!

The post 5 Steps to Easily Progress Monitor Math Goals appeared first on Teaching Struggling Learners.

We all know that if we don’t start the year with it, we aren’t going to do it.

So this year, let’s start with progress monitoring so that we can be confident in what we do all year long.

Getting our progress monitoring under control early on is important, because we know that progress monitoring closes achievement gaps. Our students have a lot of gaps in their learning right now. Filling those gaps now makes life easier later.

Step 1: Check into your school or district’s progress monitoring or MTSS manuals or resources

Many schools have a guide or manual about what the expectations are for progress monitoring and interventions. These manuals sometimes have lists of resources available or what forms are needed. Go ahead and grab those items now and get them ready so that you don’t have to search for them later when you really start with progress monitoring.

Step 2: Set up your data collection

You will want one place to hold all of your progress monitoring data. I always liked keeping my information in binders, but when I had a LOT of students, I used a file drawer instead.

Whatever organizational system you want, get it set up now and prepare to stick with it for the year. Don’t be like me and change your organization system half-way through the year. I promise you will regret it. I wasted so much time changing around how I organized stuff. This just took away from planning intervention materials.

Make sure that you don’t waste time reorganizing your data system when you start with progress monitoring this year.

For help getting this set up, click HERE, or on the image. I’ve made some easy data collection charts and things to get you started with progress monitoring.

Step 3 Give some thought to what skill deficits you expect to see

If you have worked in the grade level before, you probably have some ideas for what skill deficits your new students may have. Do a brain dump of the most basic skills you think your students might need help with. Afterward, talk to other teachers on your grade level and see if you missed anything. Having an idea for what skills you might need to give interventions on sets you up to have materials ready when needed.

Step 4 Talk to the previous year teacher for your students

Talk to the teacher from last year to get good insight into what your students need moving forward. When you start with your progress monitoring, you will want to have an idea for what you might need to teach. While you wait for universal screening results to come in, it is a good idea to go ahead and review some of the skills the students were working on. This helps you hit the ground running when you start teaching. Also, it gives you a good idea for what materials you will need.

Step 5 Collect the materials you will need

Speaking to last year’s teacher and knowing what typically is needed in your grade level makes this step much easier.

Collect any resources that you think you may need to provide interventions. Go ahead and get them organized now so that when you need the materials, you have them.

Many schools and districts have intervention programs that teachers can use. Some of these programs have built in progress monitoring, but if not, check out my progress monitoring resources by clicking HERE, or the image. The data that you take is important, so whatever progress monitoring tools you choose to use should be geared to meet the goals you set for your students.

Step 6 Use universal screener information to make goals

Once you get your students in school, you will need universal screener information to help you set goals for your students. Before you start with progress monitoring, set goals that are attainable in the next 6 to 9 weeks. Using universal screener data to make goals helps set you and your students up for success. Make sure you check out the blog post (or podcast episode) on how to make these goals because it is really helpful.

The universal screener information is your baseline, which you can jump off of to make big gains for your students!

No matter what, when you start with progress monitoring, remember that it is a marathon, not a race. You and yours students will see big results, as long as you keep working towards the goals you set!

For more on this topic, check out the podcast below to hear more!

Click below to join the Teaching Struggling Learners Weekly Newsletter.

The post Starting the Year with Progress Monitoring appeared first on Teaching Struggling Learners.