2024-2025 TRS MTSS Tier 1 Checklist Weehawken Schools

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As we implement Tier 1 strategies within our Multi-Tiered System of Support (MTSS) framework, it is crucial to emphasize the importance of systematic data collection during Tier 1.

Choose an Appropriate Measure: Select a data collection method that directly relates to the skill you're targeting. For example, if addressing reading comprehension, use comprehension checks or formative assessments.
Establish a Baseline: Before implementing the strategy, collect baseline data to understand the student's starting point.
Collect Data Regularly: Gather data consistently, ideally at least once per week.
Maintain Consistency: Use the same measurement tool throughout the 15 day period for reliable comparisons.
Minimum Data Points: Collect data for at least 15 days or 3 weeks. This provides enough information to identify trends and make informed decisions.
Document Your Strategy: Clearly record the specific Tier 1 strategy you're using (e.g., "1:1 additional support for 15 minutes daily").

Example: If a student is struggling with reading comprehension:

Strategy: Implement 1:1 additional support for 15 minutes daily
Data Collection: Conduct a brief comprehension check at the end of each week
Duration: Collect data for at least 15 school days (3 weeks)
Documentation: Record scores from each comprehension check, noting any patterns or improvements

Remember, this data is crucial for the MTSS problem-solving teams to make informed decisions about student support. It helps the team ensure that your Tier 1 interventions are effective and allows the team to quickly identify when a student might need more intensive support.

If you have any questions about data collection or need support in implementing these practices, please don't hesitate to reach out to your MTSS coordinator. Thank you for your dedication to supporting all our students!

Email *

Teacher Name (Last, First) *

Student Name (Last, First) *

Does the student above have any of the supports listed below already in place? *

IEP

504 Plan

Bilingual/ELL Support

Counseling

Other

Grade Level *

Grade 3

Grade 4

Grade 5

Grade 6

READING Academic Area of Concern: Which area does the student mentioned above need Tier 1 support with in addition to your Core Instruction? Check the one area impacted the most and requires additional support on top of what you already provide for your students. *

Phonemic Awareness

Phonics

Fluency

Comprehension

Vocabulary

N/A

Other:

Required

WRITING Academic Area of Concern: Which area does the student mentioned above need Tier 1 support with in addition to your Core Instruction?

Check the one area impacted the most and requires additional support on top of what you already provide for your students.

Organizing Ideas

Grammar

Mechanics

N/A

Other:

Required

MATH Academic Area of Concern: Which area does the student mentioned above need Tier 1 support with in addition to your Core Instruction?

Check the one area impacted the most and requires additional support on top of what you already provide for your students.

Number Sense

Cardinality

Computation

Problem-Solving

Math Fact Fluency

Geometry

N/A

Other:

Required

BEHAVIORAL Area of Concern: Which area does the student mentioned above need Tier 1 support with in addition to your Core Instruction?

Check the one area impacted the most and requires additional support on top of what you already provide for your students.

Following Directions (Needs more than 2 prompts consistently)

Staying focused for a prolonged period

Disruptive behaviors (Impulsive, calling-out)

Concerns with affect (Withdrawn, lack of friendships)

Time management

Organization (executive functioning)

Frustrates easily

Excessive absences of 5 or more

Missing 5 or more assignments for more than two core content areas (Math/ELA/Sci./SS)

Other:

Required

Which Tier 1 Evidence-Based Academic Strategies will you implement for at least 15 days to support your student of concern? Choose up to 2 only.

(You must collect data to support the effectiveness of the strategies you employed)

Explicit instruction:This involves clearly stating learning objectives and providing step-by-step demonstrations of skills or concepts. Teachers model the thinking process, gradually releasing responsibility to students.

Small Group Instruction: Students work together in small groups to maximize their own and each other's learning.

Scaffolding: Teachers provide temporary support to help students bridge the gap between their current abilities and the intended learning goal. As students become more proficient, the support is gradually removed.

Formative assessment: Ongoing assessments during the learning process to monitor student progress and adjust instruction accordingly. This can include quizzes, observations, or exit tickets.

Differentiated instruction: Tailoring teaching approaches to meet individual student needs, considering factors like readiness, interest, and learning preferences.

Graphic organizers: Visual tools like charts, diagrams, or maps that help students organize information and see relationships between concepts.

Positive behavior supports: Establishing clear behavioral expectations and reinforcing positive behaviors to create a conducive learning environment.

Vocabulary instruction: Systematic teaching of new words and their meanings, often including strategies for understanding word parts and context clues.

Feedback techniques: Providing specific, timely, and constructive feedback to students about their performance and progress towards learning goals.

Mnemonic strategies: Using memory techniques like acronyms or rhymes to help students remember and recall information more easily.

Gradual release of responsibility: A structured method of pedagogy where responsibility for task completion shifts gradually from the teacher to the student ("I do, we do, you do").

Think-alouds: Teachers verbalize their thought processes while solving a problem or completing a task, modeling metacognitive strategies for students.

Reciprocal teaching: A strategy where students take turns leading discussions about a text, focusing on summarizing, questioning, clarifying, and predicting.

Other:

Required

Which Tier 1 Evidence-Based Behavioral Strategies will you implement for at least 15 days to support your student of concern? Choose up to 2 only.

(You must collect data to support the effectiveness of the strategies you employed)

Clear behavioral expectations: Explicitly stating, teaching, and consistently reinforcing rules and expectations for behavior in various school settings. These are often displayed visually throughout the school.

Token economy systems: A reinforcement technique where students earn tokens or points for positive behaviors, which can be exchanged for rewards or privileges.

Social-emotional learning (SEL) curriculum: Structured lessons that teach skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Classroom routines and procedures: Establishing and teaching consistent routines for common classroom activities (e.g., entering the room, transitioning between activities) to increase predictability and reduce disruptive behavior.

Active supervision: Teachers moving around the classroom or other school areas, scanning for appropriate and inappropriate behaviors, and interacting frequently with students.

Opportunities to respond (OTR): Providing frequent chances for all students to actively participate in lessons, often through techniques like choral response or response cards.

Behavior-specific praise: Verbal acknowledgment that explicitly describes the positive behavior being recognized, reinforcing its continuation.

Precorrection: Proactively prompting students about expected behaviors before entering situations where problem behaviors might occur.

Choice-making opportunities: Offering students appropriate choices in their learning activities or behavioral options, promoting autonomy and engagement.

Self-monitoring strategies: Teaching students to observe and record their own behavior, often using checklists or rating scales.

Home-school communication systems: Regular, structured communication between teachers and parents/guardians about student behavior, often through daily or weekly report cards or digital platforms.

Other:

Required

A copy of your responses will be emailed to the address you provided.

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