CA MTSS logo Assessment for Continuous Improvement

In the Foundations of CA MTSS - Tiered Intervention Matrix (TIM) section you learned the TIM is a tool that organizes all of the interventions, supports (academic, behavioral, and social-emotional), and assessment tools that are available and in place at the universal (all students), supplemental (some students), and intensified (few students) levels of support. Utilizing the Tiered Intervention Matrix will help keep these tools organized and ensure HLP4, HLP5, and HLP 6 are fundamental practices to support student learning.

- Reminder: Resources for Developing a Comprehensive Assessment System, introduced in the Foundations of CA MTSS - The HOW, can help educators locate reputable sites that will provide the information necessary to select universal screeners and progress monitoring tools.

The following videos will provide more information on Instruction HLPs:

- HLP4 - Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs.
  - Watching with a Purpose: While you watch, think about ways you differentiate instruction for your students and consider which sources of information you gather in order to know what your students need.
- HLP5 - Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
  - Watching with a Purpose: While you watch, consider ways you can work with other stakeholders (e.g., school counselors, school psychologists, paraeducators, support staff, families) in order to improve student outcomes.

- HLP6 - Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
  - Watching with a Purpose: While you watch, consider how you utilize ongoing data collection, curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, self-assessment of classroom instruction, and discussions with key stakeholders, such as, students, families, school counselors, school psychologists, paraeducators, and support staff to retain, reuse, and/or extend practices that improve student learning.

Reflect

- What data sources do you currently collect to "develop a comprehensive understanding of a student’s strengths and needs."

As we move towards inclusive lesson planning and ensuring a continuum of support that addresses the universal needs of all students, remember that High Leverage Practices are the foundational skills all educators need to ensure the needs of all students are being met in an inclusive classroom setting. We will go deeper with the social-emotional learning HLPs and the instruction HLPs as you progress through this pathway.