Multi-Tiered Systems of Support Guide for REPORTERS
© 2024 by Klett World Languages, Inc.
Table of Contents
MTSS in the World Language Classroom
Assessment: Screening, Diagnostic and Progress
Monitoring
Embedded Differentiation Supports
Instructional Routines for Explicit Instruction
Vocabulary Routine
Grammar Routine
Comprehension Strategy Routine
Planning for MTSS MTSS
MTSS overview
Branching Minds, What is MTSS? Multi-Tiered System of Supports Ultimate Guide: Everything you need to know about the Multi-Tiered System of Supports and how to implement it successfully, https://www.branchingminds.com/mtss-guide
Tier I - Grade-level classroom instruction.
The green trapezoid at the bottom of the triangle represents Tier I. Students receiving Tier I instruction have been identified by universal screening and diagnostic assessments as being at low risk for failure at their specific grade level. These students will likely master grade-level content with strong, differentiated, Tier I core instruction provided by the general education teacher. In strongly implemented MTSS programs, approximately 75%-85% of students will achieve mastery of standards with high-quality, differentiated Tier I instruction. This level forms the bottom of the triangle, where the majority of students are represented.
Tier III - Intensive intervention.
The small red portion at the top of the triangle refers to Tier III intensive intervention. Students receiving Tier III interventions have been identified by screening and/or diagnostic assessments of being at high risk for failure at their specific grade level. These students need the most intensive intervention in order to access grade level content. In strongly implemented MTSS programs, approximately 5 to 10% of students qualify for Tier III interventions. Tier III interventions are most often delivered by a reading / math specialist.
MTSS - or Multi-Tiered Systems of Support - is an instructional framework designed to ensure that all students have the necessary support and appropriate level of challenge to ensure that they have access to rigorous grade-level content. We know that in every classroom, students have a wide range of prerequisite skills and knowledge. Through intentional use of data, strategic use of personnel, time, high-quality instructional materials, and research-based differentiation strategies, teachers and schools have a powerful opportunity to increase the likelihood that all students will achieve mastery of rigorous standards.
The MTSS framework is built on the premise that different students need varying levels of support and challenge. All students are provided with differentiated core instruction in Tier I. If students are identified as “at risk”, interventions are implemented. Student needs, and the corresponding instructional response, can be categorized into three tiers, as represented by the triangle graphic below.
Tier II - Targeted intervention.
Moving upward, the larger yellow trapezoid refers to Tier II. Students receiving Tier II interventions have been identified by screening and/or diagnostic assessments as being at some risk for failure or future academic difficulties. These students need additional intervention to successfully access grade-level content. In strongly implemented MTSS programs, approximately 10 to 15% of students qualify for Tier II interventions. Tier II interventions are delivered either by the general education teacher or a reading/math specialist.
MTSS in the World Language Classroom
The MTSS framework is most widely implemented in elementary schools with a strong emphasis on early intervention. Early academic intervention aims to prevent future avoidable difficulties in reading and mathematics. More recently, the MTSS framework has been utilized to support student success in middle and high schools in all content areas. Educators utilize Universal Design for Learning (UDL) within the MTSS framework to “backward plan” instruction that is designed to appropriately support all learners.
In the World Language Classroom, teachers plan units by fusing the ACTFL Can-Do Statements to identify what they want students to know and to be able to do with specific functions and forms of language. Lessons are then developed to provide students with multiple means of engagement, representation, action and expression.
❱❱ Multiple means of engagement addresses the “how” of learning by providing multiple pathways for recruiting interest, sustaining effort, and supporting self-regulation. Strategies include maximizing choice in assignments, varying the demands of tasks to ensure all students are appropriately challenged, and engaging students in goal setting and selfassessment.
❱❱ Multiple means of representation address the “what” of learning by providing options for how students will access content and involve perception, language, symbols, and comprehension. Strategies include providing alternatives for processing visual and auditory information, clarification of vocabulary and syntax, and maximizing transfer and generalization of language and content.
❱❱ Multiple means of action and expression refer to “how” students will demonstrate their learning and include physical action, expression, communication, and executive functioning. Strategies include providing options for responses, use of assistive technologies, and support with planning and goal setting .
The Klett World Languages (KWL) programs are designed to support teachers in implementing UDL in their classrooms. All units are developed in alignment with ACTFL standards and offer multiple opportunities for engagement, representation, and expression across all modes of communication. Activities offer students choices in how they engage with content and represent their learning. The Annotated Teacher’s Edition and ancillary materials (workbooks, heritage worksheets, etc.) provide support and extension activities designed to provide access to rigorous content for a wide range of learners.
This MTSS guide guides how to utilize the KWL curricular resources to implement UDL for strong differentiated Tier I instruction. For students who need additional intervention to meet standards, Tier II and Tier III guidance is also provided to support small group instruction and tutoring.
1. Source: Universal Design for Learning Guidelines, Version 2.2 (CAST 2018) as cited in https://www.cde.ca.gov/ci/fl/cf/documents/wlframework.pdf
Assessment: Screening, Diagnostic, and Progress Monitoring
Thoughtful and intentional use of data is at the core of a successful MTSS program. For teachers to effectively apply UDL to the planning process, they must have a deep understanding of the learning profiles of the students in their classroom. The chart below outlines the assessments embedded in the program. The pre-course questionnaire is a critical resource for gathering student baseline data. The pre-course diagnostic assists instructors in the review and analysis of data before instruction and gives information on student readiness levels. Based on data from this assessment, as well as other sources such as IEPs and 504 plans, teachers can effectively plan differentiated supports and enrichment for students. The data from this diagnostic can be utilized to plan Tier I differentiated instruction, as well as identify students who may need additional intervention. Progress-monitoring data is gathered through the formative assessments embedded throughout each of the units. Progress-monitoring data is utilized to modify Tier I differentiation plans as well as to inform modifications to Tier II and Tier III groupings. Summative assessments provide a summary of student learning from a lesson, unit, semester, or course. Summative assessments provide a valuable opportunity for teachers to reflect on the impact of their instruction on student learning.
Embedded Differentiation Supports
Each of the KWL programs includes tools for differentiation embedded within the Annotated Teacher’s Edition and Student Materials. The graphic below outlines the types of resources available in REPORTERS FRANCOPHONES corresponding to the CAST Guidelines for Universal Design for Learning2 .
Multiple Means of Engagement
Multiple Means of Representation
Multiple means of Action and Expression
Recruiting Interest Perception Physical Action
Optimize individual choice and autonomy / Optimize relevance, value, and authenticity
• Project activities provide learners autonomy by offering choices in the tools for gathering information and in the content used for practicing and assessing skills (pp. 39, 57, 58, 83, 99, 100).
• C’est vous les reporters activities offer a variation of activities and sources of information culturally and socially relevant (pp. 29, 47, 73, 133, 157).
Minimize threats and distractions by fostering a safe space to learn
• Comparaison culturelle activities involve participants in whole class discussions (pp. 25, 65, 85, 87).
• Variety of game activities provide a stimulating and engaging environment (pp. 37, 56, 82, 96). Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 6).
Offer ways of customizing the display of information
• Customization options for textbooks are available on My French Hub.
Offer alternatives for auditory information
• Scripts for all audio recordings.
• Closed captioning on all videos (hearing impairments).
Offer alternatives for visual information
• Available audio recordings of all readings (visual impairments).
Multiplicity of options in the display of information
• Interactive versions of the Student Edition and the Workbook.
• Access to a flexible format with sizeadaptable pages (My French Hub).
• Accessible layout with simplified instructions, and clear and easy-to-read fonts for students with dyslexia.
Vary methods for response and navigation
• Activities include variation in response methods: voice, keyboard, by hand (pp. 66, 110, 254).
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 47, 67, 75, 121).
Optimize access to tools and assistive technologies
• Resources to improve learning and teaching experiences (My French Hub).
2. Source: Universal Design for Learning Guidelines, Version 2.2 (CAST 2018) as cited in https://www.cde.ca.gov/ci/fl/cf/documents/wlframework.pdf
Sustaining Effort and Persistence
Heighten salience of goals and objectives / Vary demands and resources to optimize challenge
• Défi activities (pp. 42, 58, 67, 85, 87, 100, 110, 128, 129, 171).
• Differentiation worksheets available on My French Hub.
• Differentiated instruction section in the Annotated Teacher’s Edition (pp. 41, 67, 77, 79).
Foster collaboration and community
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 14, 15, 74, 75, 154, 158, 178).
• Variety of game activities provide a stimulating and engaging environment (pp. 37, 56, 82, 96).
• Project activities (pp. 83, 183, 184, 225, 267)
Increase mastery-oriented feedback
• Self- and Peer Assessment Rubrics for projects (My French Hub).
• Je prépare l’évaluation Assessment Rubrics (My French Hub).
Language and Symbols
Clarify vocabulary and symbols
• Clear and visual vocabulary presentations in every unit with illustrations and translations (pp. 36-37, 54-55, 80-81).
• Mon lexique section available in the Student Edition (pp. 37, 56, 82).
• Lexique boxes in every lesson (pp. 24, 27, 42, 43, 45).
Clarify structure and syntax
• Language observation activities (pp. 86, 193, 194, 238).
• Visual, color-coded explanations with diagrams, outlines, and examples (pp. 114, 134, 136, 158).
• Grammar tutorials (My French Hub).
• Differentiated instruction section in the Annotated Teacher’s Edition (pp. 33, 49, 159, 161).
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 30, 31, 48, 95).
• Verb conjugation tables (Appendix)
Promote understanding across languages
• Language comparisons activities (pp. 74, 114, 117, 158).
• French-English glossary (Appendix).
• J’observe la langue – In these activities, students analyze an aspect of the language, often involving a comparison with English. (p. 108 act. 3b).
Illustrate through multiple media
• Use of authentic resources (pp. 129, 168, 190, 193, 228, 252).
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 62, 70, 84, 106, 210).
Expression and Communication
Use multiple media for communication (text, speech, video, illustration, drawing)
• Project activities include digital alternatives for presentation (pp. 39, 57, 58, 83, 99, 100).
• Combination of resources in Student Edition activities (pp. 61, 111, 163, 235).
• C'est vous les reporters ! activities (pp. 133, 217, 241)
Multiple tools for construction and composition
Embedded learning strategies support students in using tools to express their learning through written and spoken communication.
• Learning strategies in the Annotated Teacher’s Edition based on the use of online presentation software applications (pp. 36, 80, 94, 95, 164, 217).
• Communication and product creation strategies for projects (pp. 99, 142, 227).
Build fluencies with graduated levels of support for practice and performance
• Pronunciation and spelling tutorials with voice-over, diagrams and illustration in the online platform (My French Hub).
• Presentation of French pronunciation topics in Des lettres et des sons section in the Student Edition (pp. 38, 56, 250, 266).
Multiple Means of Engagement Multiple Means of Representation
Provide Options for Self Regulation
Promote expectations and beliefs that optimize motivation
• Project activities encourage self-reflection and identification of personal goals (pp. 141, 225, 251).
• Reinforcement strategies for students (My French Hub)
Facilitate personal coping skills and strategies
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 12, 98, 165).
• Stratégie boxes (p. 61, 167, 267).
Develop self-assessment and reflection
• Je prépare l’évaluation Assessment Rubrics (My French Hub).
• Self-assessment worksheets in the form of Can-Do statements with ideas of activities to improve performance (My progress section on My French Hub).
• Self-Assessment Rubrics (My French Hub).
• Project activities encourage self-reflection (pp. 141, 225, 251)
Comprehension
Activate or Supply Background Knowledge
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 2, 168, 188, 230).
• Cross-curricular activities (pp. 43, 112-113, 129, 130, 142).
Highlight patterns, critical features, big ideas, and relationships
• Interpretive reading activities (pp. 28, 46, 71, 196).
• Suggestions for learning strategies in the Annotated Teacher’s Edition (pp. 63, 105, 132, 153, 188).
• Stratégie boxes (pp. 23, 60, 71, 99).
• Comparison activities (pp. 78, 105, 151, 153, 257).
• J’observe la langue – In these activities, students analyze an aspect of the language, including attention to patterns in the use of language (p. 170 act. 2b).
Guide information processing and visualization / Maximize transfer and generalization
• Scaffolded interpretive reading and listening activities (pp. 44, 67, 128, 131, 151, 155, 213).
• Accessible layout with simplified instructions, and clear and easy-to-read fonts for students with dyslexia.
• Differentiated instruction section in the Annotated Teacher’s Edition –Accommodation ideas for students who need more guidance (pp. 15, 27, 29, 31, 35, 45).
Multiple means of Action and Expression
Executive Functions
Guide appropriate goal setting
• Scaffolded activities (pp. 44, 67, 151, 155).
• Stratégie boxes (pp. 60, 103, 128, 271).
• Guidelines for project activities in the Annotated Teacher’s Edition (pp. 100, 130).
Support planning and strategy development
• Stratégie boxes (pp. 229, 271).
• Suggestions for learning strategies for projects and tasks in the Annotated Teacher’s Edition (pp. 83, 183, 207, 232).
Facilitate managing information and resources
• Stratégie boxes (pp. 103, 113, 141).
• How to... features for projects (pp. 59, 101, 143, 185, 227).
• Suggestions for learning strategies in the Annotated Teacher’s edition (pp. 34, 62, 215).
Enhance capacity for monitoring progress
• Self- and Peer Assessment Rubrics for projects (My French Hub)
• Je prépare l’évaluation Assessment Rubrics (My French Hub).
• Self-assessment worksheets in the form of Can-Do statements with ideas of activities to improve performance (My progress on My French Hub).
Instructional Routines for Explicit Instruction
Research also supports the use of explicit instruction when teaching a brand new skill or strategy, as well as when working with struggling learners. Explicit instruction involves the gradual release of responsibility using an “I do, we do, you do” structure. All phases of this instructional cycle are designed to be highly interactive, with multiple opportunities for student practice and immediate teacher feedback.
In a language learning classroom, routines for explicit instruction should focus on language forms and functions embedded within the content of the unit, not in isolation3 .
The following instructional routines for explicit instruction can be utilized to enhance Tier I instruction and to provide additional targeted instruction for Tier II and Tier III. These instructional routines focus on supporting students in mastering the forms and functions of language across the three modes of communication outlined in ACTFL (Interpersonal, Interpretive, and Presentational).
3. Source: ACTFL. (n.d.). Teach grammar as a concept in context http://www.actfl.org/educator-resources/guiding-principles-for-language-learning/teachgrammar-as-a-concept-in-context
Vocabulary Routine
The Vocabulary Routine can be used in the whole-group setting before introducing a unit or reading a selection. It can also be used with a small group of students as a targeted intervention. Explicit vocabulary instruction is most effective when provided before the introduction of new content.
Directions
Cognitive Planning
Select up to three words from the unit, lesson, or text that are critical to understanding the content and/or reading.
I do Name the learning goal.
Say the word and have students repeat itprovide feedback on pronunciation. Explicitly teach the meaning of the word. Draw student attention to word features or cognates. Provide examples of the word in a sentence.
We do Have students practice applying the word in context (identifying examples and nonexamples).
You do Students practice applying their understanding of vocabulary words by generating new sentences (orally or in writing), generating their examples or nonexamples, completing a graphic organizer (Frayer model), etc.
Example: REPORTERS FRANCOPHONES 1 Unit 4 Lesson
The Lexique boxes and the Lexique section (pp. 164-166) in the Student Edition are great sources for identifying key lesson vocabulary.
Nous allons apprendre trois mots qui seront très importants dans cette leçon. Ces mots sont : le lycée, l'école et les matières
Commençons par le mot lycée
[Write the title of the unit (Mon lycée) on the board and explain its meaning by giving examples of local high schools in your area]
[Show photograph on page 148. Show students the official website of the school. Discuss as a class and encourage students to ask questions and make comments.]
Le mot lycée signifie high school et le collège est le middle school. Collège et college sont de faux amis.
Qu’est-ce qu’un lycée?
Je vais vous donner quelques exemples. Dites s'il s'agit d'un lycée ou non.
• The University of Florida
• Lincoln Elementary School
• Washington High School
• Columbia College
Quel est le nom de votre lycée?
Complete the Frayer model graphic organizer to demonstrate your understanding of the word lycée
Definición
Ejemplos
Imagen / Características importantes No-ejemplos
Palabra / Concepto
Grammar Routine
The Grammar Routine is designed for use in small group instruction as a supplement to the grammar activities embedded in the program. This routine should be utilized to support students who have difficulty with interpretive, interpersonal, or presentational communication that is related to challenges with mastering the structure of the language. The examples embedded in the grammar routine should connect to the content and vocabulary of the unit to reinforce the relevance and immediate applicability of the learning.
Directions
Cognitive Planning Review student work and diagnostic assessments to identify where students are struggling. Plan targeted explicit reteach for Tier 2 and Tier 3 intervention. This routine can also be used for Tier 1 instruction if you notice that the majority of students are struggling with a particular type of grammatical structure (i.e. subject-verb agreement).
Review Review prior learning that is related to the learning goal.
I Do Name the learning goal. Demonstrate correct application of the grammar rule in several settings/ contexts.
We Do Students practice applying the grammar rule orally with feedback from the teacher by filling in blanks, using whiteboards, etc.
Example: REPORTERS FRANCOPHONES 1 Unit 4 Lesson
Most students have been successful in asking and responding to questions. However, some are struggling with using question words or interrogative pronouns to request specific information. I plan to review this skill to introduce other pronouns related to the content of the unit (school schedule and timetable)
Dans l’unité 1, nous apprenons à utiliser certains pronoms : comment, quel, où, quand. Exerçons-nous:
Ils sont ? Au café?
âge a-t-il?
tu t’appelles?
est le match de football? En avril?
Dans cette leçon, nous examinerons les mots interrogatifs : quel(s) / quelle(s) et combien
Nous lisons l’activité 7A à la page 153 [read the activity together].
Examinons les exemples suivants :
1. À quelle heure tu commences tes cours?
2. Combien de langues tu étudies?
Quel est un adjectif interrogatif qui s’accorde en genre et en nombre avec le nom qu’il modifie.
Exemples: Quel professeur? Quelle professeure? Quels professeurs? Quelles professeures? [write on the board]
• Combien est un mot interrogatif exprimant la quantité. Si combien est suivi d’un nom, on ajoute la préposition de.
Maintenant, vous posez des questions.
Have students elaborate on questions one at a time. Check and provide immediate affirmative or corrective feedback.
Comprehension Strategy Routine
The Comprehension Strategy Routine can be used in the whole-group setting before introducing a unit or reading a selection. It can also be used with a small group of students as a targeted intervention.
Directions
Cognitive planning Identify a specific strategy (using context clues to identify the meaning of unknown words, annotating, note-taking, etc.) based on the demands of the upcoming lesson and the needs of the students.
I do Model the use of the strategy in context.
We do Guide students through the application of the strategy in one or two examples.
You do Students apply the strategy independently within a text.
Example: REPORTERS FRANCOPHONES 1 Unit 4 Lesson
I have a small group of students who are working on reading comprehension strategies in English and French. They struggle to self-monitor when they encounter unknown words. I plan to work with them on a strategy for using context to determine the meaning of unknown words.
Je vais lire le texte L’école en France (p. 156) et demander aux élèves de parcourir les titres, les icônes et les photos de l’article. Je leur rappellerai d'utiliser les indices contextuels pour les aider à trouver les termes scolaires dans le texte. Je vais demander aux élèves d'utiliser le contexte pour les aider à prédire la signification des termes qu'ils ne connaissent pas. Par exemple: ils peuvent déduire le sens de ‘moyenne’ puisqu'ils connaissent les termes petite et grande [as suggested in the Annotated Teacher’s Edition on p. 156]. Les élèves peuvent deviner ce que font les personnes sur les photos, leur âge et leur niveau scolaire.
Cherchons les termes scolaires dans le texte et, à l'aide du contexte, nous allons prédire le sens de ceux que vous ne connaissez pas [read the text together and analyze photos and icons]
Stop at the sentence : “Il y a trois sections: petite, moyenne et grande.”
Ask: Y a-t-il un mot dans cette phrase qui vous connaissez? (petite, grande). Pouvez-vous découvrir la signification de moyenne? Nous écrivons toutes les idées au tableau. Ensuite, relisez la phrase pour en vérifier le sens.
Say: Lisez le reste du texte et cherchez d’autres termes scolaires. Utilisez cette routine pour déterminer le sens des mots.
Planning for MTSS
Effective MTSS implementation requires teachers to understand the learning strengths and needs of their students concerning the learning demands of the content. These unit planning guides support teachers in utilizing the KWL curriculum to effectively use Universal Design for Learning as the foundation for the MTSS framework.
MTSS Planning Guide: Annotated Example
Program and Unit
Step 1:
“I can” statements from ACTFL standards are referenced here to keep track of specific performance indicators aligned to the unit.
Begin with the end in mind
Review lesson goals and final assessments
Objectives (taken from p. 146a of the Annotated Teacher’s Edition)
• Understand a chat about school
• Identify different places in a school
• Understand descriptions of school schedules in the Francophone world
• Understand the main idea and some details in an article about levels of education in France
ACTFL: I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed
• Describe school schedules and ask and answer questions about them
ACTFL: I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions
• Present a school system, its levels and exams
ACTFL: I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.
Step 2:
These are resources you will prioritize based on your student needs. They should not be the only differentiation resources you will utilize.
Example: REPORTERS FRANCOPHONES 1 Unit 4 Lesson
What will students know and be able to do at the end of this unit?
Key vocabulary
• School areas, subjects, and schedules
• Expressions of frequency
• Levels of education
• Sports and leisure activities
• Places in town Key vocabulary and language structures were also taken directly from the lexique boxes and the lexique section (pp. 164-166) in the Student edition.
Language structures How will students demonstrate their learning?
• Il y a / il n’y a pas
• Possessive adjectives
• Expressions for telling time
• Question words
• Est-ce que... ?
• The present tense of faire
• The present tense of aller
• Contractions with articles
• Answer questions about a school schedule (p. 152) and a video about a Francophone school (p. 155).
• Present the school system in their country.
• Create and present a school schedule. This information was taken from pp. 152 and 155 (Student Edition). The Mini-projet 1 activity (p. 167) can also be used to gather this information.
Tier 1. Differentiation Anticipate variability What options and supports will you prioritize to support the learning needs of your students?
Review lesson materials to identify specific resources you will prioritize based on what you know about your students.
Engagement
• Recruiting Interest
• Sustaining Effort and Persistence
• Provide options for self-regulation
Representation
• Perception
• Language and Symbols
• Comprehension
Action and Expression
• Physical Action
• Expression and Communication
• Executive Functions
Step 2:
Think about the specific needs of your students.
In this case, the teacher is choosing to focus on goal setting and selfassessment to support engagement, vocabulary and syntax to support language and symbols, activating background knowledge to support comprehension, and multiple media for expression and communication.
Step 3
Based on data from the previous unit, the teacher has identified two groups in need of Tier II intervention. They have planned one small group lesson for each group. Small group lessons using the instructional routines should take 10-15 minutes at most.
Program and Unit
Example: REPORTERS FRANCOPHONES 1 Unit 4 Lesson
Tier 1. Differentiation Anticipate variability What options and supports will you prioritize to support the learning needs of your students?
Goal setting, self-assessment and reflection
Clarifying vocabulary and syntax
Activate background knowledge (heritage learners)
Multiple media for expression and communication
• Grammaire –pp. 158-163
• Lexique – pp. 164-166
• Self- and Peer Assessment Rubrics –Mini-Projet 1
Plan for Tier 2 intervention
Tier 2 student names
• Grammar tutorialWorkbook activities 6, 7, 11-13, 17-19
• Vocabulary learning strategies - Workbook activities 3-5, 8-10, 14-15
• Pronunciation tutorials - Workbook activity 16
Mini-Projet 1
Encourage students to use colors and to illustrate their schedule You might also have students create a video of their ideal school day Students can narrate their schedule details while walking from class to class
Have students use their schedules as a visual while they are presenting to their classmates.
Identify students who will need additional intervention to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
Focus
Group 1
Group 2
Step 4
Plan for Tier 3 intervention
Utilize the correct present tense conjugation of aller in sentences related to the content of the unit. Use the Futur proche in several contexts.
Use cognates to determine the meaning of unknown words.
Grammar routine
Conjugation of the verb and use of the future tense in different contexts related to the content of the unit.
Comprehension Routine
Identify students who need intensive intervention to access the content of the lesson. Select specific instructional routines you will utilize.
Tier 3 student names Goal for tier 3 instruction
The teacher has chosen to focus on lesson vocabulary to ensure that students can access the content of the unit. They have planned three lessons throughout the unit given the needs of the students in this group.
Acquire specific vocabulary related to places in the school, subjects and schedules to access lesson content.
Vocabulary routine
Comprehension routine
Focus
• Lesson 1: Unit vocabulary overview (vocabulary: lycée, l'école, les matières)
• Lesson 2: Text comprehension using context clues
• Lesson 3: Present the school system of their country
MTSS Planning Template
Program and Unit
Step 1: Begin with the end in mind
What will students know and be able to do at the end of this unit?
Review lesson goals and final assessments Key vocabulary Language structures How will students demonstrate their learning?
Step 2: Tier 1 Differentiation Anticipate variability
What options and supports will you prioritize to support the learning needs of your students?
Step 3: Plan for Tier 2 intervention
Identify students who will need additional intervention to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
Tier 2 student names Goal for tier 2 instruction Explicit instructional routine Language/Text Focus
Step 4: Plan for Tier 3 intervention
Identify students who need intensive intervention to access the content of the lesson. Select specific instructional routines you will utilize.
Tier 3 student names Goal for tier 3 instruction Explicit instruction routine Language/Text Focus
References and Resources
• ACTFL. (n.d.). Teach grammar as a concept in context https://www.actfl.org/educator-resources/guiding-principlesfor-language-learning/teach-grammar-as-a-concept-in-context
• Branching Minds (n.d.), MTSS Guide www.branchingminds.com/mtssguide
• California Department of Education. (2022). World Languages Framework. https://www.cde.ca.gov/ci/fl/cf/documents/ wlframework.pdf
• CAST. (2018). Universal Design for Learning Guidelines version 2.2 https://www.cast.org/impact/universal-design-forlearning-udl
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