Multi-Tiered Systems of Support Guide for
© 2024 by Klett World Languages, Inc.
Table of Contents
MTSS overview
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 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 off of 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 in order 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. The aim of early academic intervention is 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 “backwards 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 self-assessment.
❱❱ Multiple means of representation addresses the “what” of learning by providing options for how students will access content, and involves 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 refers to “how” students will demonstrate their learning and includes physical action, expression, communication, and executive functioning. Strategies include providing options for responses, use of assistive technologies, and support with planning and goal setting1
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 choice 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 provides guidance on how to utilize the KWL curricular resources to implement UDL for strong differentiated Tier I instruction. For students who need additional intervention in order to meet standards, Tier II and Tier III guidance is also provided to support small group instruction and tutoring.
Assessment: Screening, Diagnostic, and Progress Monitoring
Thoughtful and intentional use of data is at the core of a successful MTSS program. In order 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. Initial data review should include sources such as IEPs and 504 plans, student grades, attendance, and English reading and writing assessments. This will assist in initial planning of differentiated supports and enrichment for students. Progress-monitoring data is gathered through the formative assessments embedded throughout each of the units, including quizzes designed for short learning goal checks. The BILANCIO guided analysis and assessment at the end of each unit can also be utilized as a progress monitoring tool. This 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, including chapter and unit tests, 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.
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
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 DAVVERO corresponding to the CAST Guidelines for Universal Design for Learning2 Multiple Means of
Optimize individual choice and autonomy
• Compiti finali - Projects at the end of each unit provide students with choice in topics and format of presentation. (Example: Compiti finali, DAVVERO 1, p. 148)
• Adesso tocca a te! - Many of these activities provide students with choice in the specific topic for the assignment. (Example: Adesso tocca a te!, DAVVERO 2, p. 349)
Optimize relevance, value, and authenticity
• Activities connecting learning to students’ interests and experiences (Examples: DAVVERO 1, p. 201, act. 5; DAVVERO 2, p. 361, act. 60, 64).
• Compiti finali - Many include activities with authentic learning outcomes, communicating to real audiences, and reflecting a purpose that is clear to the participants. (Examples: Compiti finali, DAVVERO 1, p. 380; DAVVERO 2, p. 362)
• Salotto Culturale activities - students conduct research on information that involves exploring subjects of interest to the students or comparing with the culture of their own country (Examples: DAVVERO 1, p. 73, act. 56; DAVVERO 1, p. 121, act. 57)
Minimize threats and distractions by fostering a safe space to learn
• Involving all participants in whole class discussions reduces threats and negative distractions. In most language comparison activities, teachers encourage polyglot students to provide translations in different languages to enrich class discussion. Compiti finali: Most of these final tasks require group research, selection, and preparation of material.: See DAVVERO 1, p. 198, act. Compiti finale: Promuovere una città da visitare
Offer ways of customizing the display of information
• DAVVERO customizations are available automatically in digital materials. Learners can customize their texts in the text editor, use the highlighter, eraser, pencil, or personal notes to display information.
Offer alternatives for auditory information
• Every chapter video in the textbook and Grammarclip videos in DAVVERO 1 have closed captions in Italian and English, as well as both transcriptions, to ensure accessibility to all learners, especially for learners with hearing disabilities, for learners who need more time to process information, or for learners who have memory difficulties.
• My Italian Hub has Screen Reader Accessibility compliant with accessibility guidelines.
Offer alternatives for visual information
• Testi mappati: Mapped version of texts for a more aware observation of grammatical and lexical structures.
• Audiolettura is the audio recording of readings. See DAVVERO 1, Chapter 1, Part 1, act. 9; DAVVERO 2, Chapter 6.1, Part 2, act. 14.
Vary methods for response and navigation
• Students have alternatives to interact with the instructional materials. See DAVVERO 1, p. 29, act. 3, students can sort out words and handwrite them, or they can type the words and upload images on the interactive version of the student textbook My Italian Hub
• Students can opt to read texts like the blog on p. 101 or read and listen to it by clicking on the audio icon next to the text on My Italian Hub site.
• Compiti finali: These final tasks provide options for presenting the assigned project, including different formats.
Optimize access to tools and assistive technologies
• In My Italian Hub, students can use keyboard commands for any mouse action like CTRL+HOME to go to the top of the page and then use the arrow keys to scroll down/up the page.
• Students can also use the tools provided in My Italian Hub, such as the pencil, highlighter, textbox, personal notes, and the search box.
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
• Communicative goals – presented in student edition at the beginning of every unit.
Vary demands and resources to optimize challenge
• Vocabulary videos (DAVVERO 1 only). Video tutorials with voice-over diagrams and illustrations. Available on My Italian Hub
• Grammar tutorials – Video tutorials with voice-over, diagrams and illustrations. Available on My Italian Hub
• Pronunciation and spelling tutorials – Video tutorials with voice over, diagrams and illustrations. Available on My Italian Hub
• Extending activities in the Annotated Teacher’s Edition. (Examples - Annotated Teacher’s Edition, DAVVERO 1, pp. 38, 51, 84; DAVVERO 2, pp. 67, 202, 258.)
Foster collaboration and community
• Compiti finali - Group projects at the end of each unit.
• Collaborative activities throughout the unit foster collaboration and provide opportunities to practice interpersonal conversation. These are marked in the Student Edition with a speech bubble icon. (Examples DAVVERO 1, p. 33 act. 17; DAVVERO 2, p. 30 act. 5, 6)
Increase mastery-oriented feedback
• Rubrics - provided for individual projects, group projects, and interpretive communication.
Language and Symbols
Clarify vocabulary and symbols
• Words clouds in every page opening unit of DAVVERO 1, DAVVERO 2.
• Vocabulary activities with images in all units, for example DAVVERO 1, pp. 124 , 182, 270; DAVVERO 2, pp. 162, 176, 326.
• Blue boxes with activities to translate into English, for example DAVVERO 1, pp. 54, 271; DAVVERO 2 pp. 44, 117.
• Visual dictionary in Parole section for example in DAVVERO 1 pp. 92-93; DAVVERO 2 p. 49.
• Vocabulary videos (DAVVERO 1 only). Video tutorials with voice-over diagrams and illustrations. Available on My Italian Hub
Clarify structure and syntax
• Yellow boxes to infer and complete rules and verb conjugation tables for example DAVVERO 1 pp. 81, 156; DAVVERO 2 pp. 65, 137.
• Activities with images (Example DAVVERO 1, pp. 58, 124; DAVVERO 2 p. 40.)
• Blue text model for speaking production. (Examples DAVVERO 1, pp. 130, 186, 319; DAVVERO 2, p. 44, act. 24.)
• Blue boxes with activities to translate into English. (Examples DAVVERO 1, pp. 53, 207, 271; DAVVERO 2, pp. 41, 195, 313. )
• All exercises in Grammatica section.
• Grammaclip video. (Examples DAVVERO 1, pp. 47, 64, 202, 213; DAVVERO 2, p. 71, 204, 318, 319.)
• Discourse markers in Parole section. (Examples DAVVERO 1, pp. 119, 145; Il segnale discorsivo in DAVVERO 2, p. 31.)
• Grammar tutorials - Video tutorials with voice-over, diagrams and illustrations. Available on My Italian Hub
Support decoding of text, mathematical notation, and symbols
• Discourse markers exercises in DAVVERO 1.
• Pronunciation and intonation exercises in Suoni section.
• Examples DAVVERO 1, p. 87 act. 30, p. 275, act. 16; p. 366 act. 22, p. 377 act. 53; DAVVERO 2, p. 49 act. 45, p. 75 act. 56, p. 104 act. 41
Expression and Communication
Use multiple media for communication (text, speech, video, illustration, drawing)
Every text editor on My Italian Hub provides different multimedia content to complete an activity, such as writing a text, uploading files, or recording an answer, for example DAVVERO 1, Chapter 1: Ciao a tutti!, Activity 31; DAVVERO 2, Chapter 4.1 In giro per il mondo, Activity 30.
Compiti finali and Adesso tocca a te!Provide students with choices for multimedia presentation of assignments.
Multiple tools for construction and composition
Sentence starters, sentence strips and sample sentences in blue below activities are a helpful tool for guiding learners, providing structure, and encouraging them to articulate their ideas within a given context. (Examples DAVVERO 1, p. 37 act. 30, p. 97 act. 51; DAVVERO 2, p. 60 act. 8, p. 100 act. 18, 19, 22).
The use of mind maps is a flexible and accessible tool with which learners can successfully take part in their learning. (Examples DAVVERO 1, p. 314 Compiti finali; DAVVERO 2, p. 316 act. 35.)
Build fluencies with graduated levels of support for practice and performance.
Grammar tutorials - Video tutorials with voiceover, diagrams and illustrations. Available on My Italian Hub.
Pronunciation and spelling tutorials - Video tutorials with voice over, diagrams and illustrations. Available on My Italian Hub
Multiple Means of Engagement
Sustaining Effort and Persistence
Multiple Means of Representation
Language and Symbols
Promote understanding across languages
• Authentic documents (Examples DAVVERO 1, pp. 32, 132, 154; DAVVERO 2, pp. 80, 196, 252.)
• Salotto culturale - some contain authentic texts (Examples DAVVERO 1, pp. 96-97, pp. 120-121; DAVVERO 2, pp. 264-265, 322-323.)
• Language comparison activities deepen the understanding between the source language and the target language (Examples DAVVERO 1 p. 225, act. 12; DAVVERO 2, p. 195, act. 9.)
Illustrate through multiple media
• Videos to support vocabulary, grammar and pronunciation (on My Italian Hub)
• Visual dictionary (in the Parole section of DAVVERO 1)
• Vocabulary mind maps and schemes (in the Parole section of DAVVERO 2).
• Color coded grammar structures. Structures are highlighted in documents that facilitate recognition. (Examples: DAVVERO 1, p. 30; DAVVERO 2, p. 45, act. 32).
Provide Options for Self Regulation Comprehension
Promote expectations and beliefs that optimize motivation
• Authentic documents (Examples DAVVERO 1, pp. 80, 154; DAVVERO 2, p. 120)
• Adesso tocca a te! section (Example DAVVERO 2 p. 103.)
Facilitate personal coping skills and strategies
• DAVVERO 1, p. 226 act. 15, p. 240 act. 49, p. 274 act. 14, p. 318 act. 12, p. 319 act. 18, p. 360 act. 5, p. 384 act. 16.
• DAVVERO 2, p. 22 act. 6, p. 26 act. 24, p. 45 act. 31, p. 100 act. 16, p. 154 act. 5, p. 194 act. 5, p. 196 act. 14, p. 198 act. 23.
Develop self-assessment and reflection
• Bilancio. These self-assessment worksheets are a guided analysis and assessment of the student’s acquisition of language and communication skills. (Resource in My Italian Hub).
• Self-check quizzes. Interactive grammar, vocabulary, and culture quizzes. (Resource in My Italian Hub)
Activate or Supply Background Knowledge
• Word cloud, images and prior knowledge questions at the beginning of each unit (Examples DAVVERO 1, p. 149, act. 1, DAVVERO 2, p. 21, act. 1, 2).
Highlight patterns, critical features, big ideas, and relationships
• Salotto culturale – provide opportunities for students to compare and contrast Italian culture with their own
• Activities to analyze the language and infer the rules (Examples DAVVERO 1, p. 78, DAVVERO 2, p. 291, yellow grammar box)
Guide information processing and visualization / Maximize transfer and generalization
• Scaffolded interpretive reading and listening activities. (Resource in Salotto Culturale, Parte 1, Parte 2 and Parte 3 sections).
• Accessible distribution (dyslexic, color-blind students, and all students with reading difficulties).
• Questions prior to the readings or audios that activate students’ background knowledge, personal experiences, memories, or thoughts (Example: DAVVERO 2, p. 195, act. 22)
Multiple means of Action and Expression
Expression and Communication
Executive Functions
Guide appropriate goal setting
• Communicative goals – presented in student edition at the beginning of every unit.
• Bilancio - Guided analysis and assessment of the acquisition of language and communication skills.
Support planning and strategy development
• Compiti finali section (Examples DAVVERO 1, p. 74; DAVVERO 2 pp. 170, 362.)
• All Approfondimienti sections in DAVVERO 2.
Facilitate managing information and resources
• Summary sheets of contents and objectives –with each video
• Parole – Section for the categorization and practice of the vocabulary in each chapter.
• Grammatica – a double page to orgranize linguistic resources through summary tables and comprehensive explanations.
Enhance capacity for monitoring progress
• Self-check quizzes. Interactive grammar, vocabulary, and culture quizzes. (Resource in My Italian 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, Presentational).
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 prior to 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 - provide 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 non-examples).
You do Students practice applying their understanding of vocabulary words by generating new sentences (orally or in writing) , generating their own examples or non-examples, completing a graphic organizer (Frayer model), etc.
Example from DAVVERO 1- Unit 2
Oggi impareremo tre parole che sono molto importanti per la nostra lezione. Le parole sono: genitori, mamma, papà. (DAVVERO 1, p. 51 word cloud)
Inizieremo con la parola “genitori”.
(Show students the photograph on page 51).
Questa è una tipica famiglia italiana e questi due sono i genitori (point out to each parent in the photograph)
Usiamo la parola genitori per riferirci alla somma di mamma e papà. Se vogliamo riferirci solo a “mom” diciamo “mamma” e se vogliamo riferirci a “dad” diciamo “papà”.
Facciamo una pratica. Io vi domando come si chiamano I vostri genitori e mi dovete rispondere con I loro nomi.
Ad esempio, comincio io: come si chiamano I tuoi genitori? I miei genitori si chiamano Maria e Paolo.
Come si chiamano I tuoi genitori? (Ask the question to several students and they try to answer it).
Completa l’organizzatore grafico del modello Frayer per dimostrare la tua comprensione della parola “genitori”.
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
Definizione Esempi
Immagine / Caratteristiche importanti
Non esempi
Parola o Concetto
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 in order to reinforce the relevance and immediate applicability of the learning.
Example: DAVVERO 1- Unit 2.
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 (for example, subject verb agreement).
Review Review prior learning related to the learning goal.
Many of my students have difficulty conjugating the regular first and second conjugation verbs (-are) and (-ere). In Unit 2, these students made several errors in the grammar activities practicing present tense conjugation of those verbs. I plan to review this skill with these students and introduce them to the new related skill of conjugating verbs with a change of ending.
Nell’unità 2 impareremo a coniugare i verbi regolari della prima e della seconda coniugazione.
Io (abitare) a Mar del Plata.
Voi (correre) sulla spiaggia. Noi (cantare) alla festa.
I Do Name the learning goal. Demonstrate correct application of the grammar rule in several settings/ contexts.
In questa lezione impareremo i verbi regolari della prima e della seconda coniugazione.
[Read from page 58, activity 21, the description of Nadia e Giuseppe.]
“Al secondo piano abitano Nadia e Giuseppe. Lei è una signora anziana di 75 anni ed è vedova. È molto affettuosa, bassa e magra.
Condivide l’appartamento con un ragazzo siciliano che studia e lavora.
Giuseppe è molto educato e gentile. Ha i baffi ed è alto e atletico.”
Quando coniugiamo i verbi regolari al presente dobbiamo solo modificare la desinenza tenendo conto della tabella di coniugazione dei verbi modello.
Guardate la tabella dei verbi regolari al presente a pagina 64 e comincio io a fare delle frasi con quei verbi.
Comincio con il verbo abitare:
Io abito con mia mamma
Lui abita con Luisa
Loro abitano in una casa grande.
Adesso faccio delle frasi con il verbo vivere:
Io vivo in campagna
Noi viviamo a Milano
Tu vivi con Luigi?
We Do Students practice applying the grammar rule orally with feedback from the teacher by filling in blanks, using white boards, etc.
You Do Students generate sentences demonstrating the ability to correctly apply the grammar rule.
Comprehension Strategy Routine
Example: DAVVERO 1- Unit 2.
Adesso provate voi. Potete aiutarvi con la tabella della pagina 64.
Io (cantare) a teatro Voi (parlare) lo spagnolo?
Loro (credere) che domani sia una bella giornata.
Have students practice examples one at a time. Check responses and provide immediate affirmative or corrective feedback.
Ora tocca a voi! Provate a fare tre frasi con tre verbi diversi della prima coniugazione e tre frasi con tre verbi diversi della seconda coniugazione.
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.
Example: DAVVERO 1- Unit 2
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 application of the strategy in one or two examples.
You do Students apply the strategy independently within a text.
I have a small group of students who are working in reading comprehension strategies in English and Italian. They struggle to self-monitor when they encounter unknown words. Before reading the selection, I plan to work with them on a strategy for using word parts and cognates to determine the meaning of unknown words.
Leggiamo una parte del testo presente a pagina 60, esercizio 25. Leggo il titolo “Prendi in casa uno studente”. Non capisco cosa significa “studente” (circle the word). Sembra simile a una parola che conosco in inglese: “student”. Scrivo accanto al testo la parola “student” con un punto interrogativo (write the word in the margin or on a post-it). Continuo a leggere il testo e trovo il verbo “studiare”, vedo anche la fotografia di un ragazzo. Quindi, si, “studente” significa “student”
Cerchiamo altre parole [read the story together] Fermate alla frase “E anche gli anziani hanno dei vantaggi” Ask: Esiste una parola simile in inglese? (anziani/ancian). Scriviamo la parola e vediamo se ha senso nel contesto del testo e la fotografia
Say: Leggete il resto della selezione e cercate altre parole simili a quelle inglesi. Utilizzate questa routine per determinare il significato delle parole
Planning for MTSS
Effective MTSS implementation requires teachers to understand the learning strengths and needs of their students in relation to 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:
Begin with the end in mind
Step 2:
DAVVERO 1: Unit 2
What will students know and be able to do at the end of this unit?
Review lesson goals and final assessments Key vocabulary
(from objectives on p. 74)
Present the models family from their country
ACTFL: I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts.
Create an image or infographic to present the types of family models that exist in their country
ACTFL: I can present personal information about my life and activities, using simple sentences most of the time.
Tier 1 Differentiation Anticipate variability
Review lesson materials to identify specific resources you will prioritize based on what you know about your students
Goal setting, self-assessment and reflection
Clarifying vocabulary and syntax.
Activate background knowledge (heritage learners)
Multiple media for expression and communication
Vocabulary about family, personality and physical appearance adjectives, professions, workspaces, nationality.
Language structures How will students demonstrate their learning?
Personal subject pronouns, Conjugation in the present tense, indicative mood, of regular verbs (ending in -are and -ere), the present indicative of some important irregular verbs, gender and number of nouns and adjectives, definite articles, possessive adjectives; singular articles (review).
Create an image or infographic to present the types of family models that exist in their country
Create a presentation and, after each group has presented it, compare and discuss the results in class.
What options and supports will you prioritize to support the learning needs of your students?
Engagement
• Recruiting Interest
• Sustaining Effort and Persistence
• Provide options for self-regulation
• Grammatica – p. 66
• Parole – pp. 70-71
• Compiti finali - p. 74
• My Italian Hub – Self-check quizzes and rubrics
Representation
• Perception
• Language and Symbols
• Comprehension
• Grammaclip: I pronomi personali – p. 64; Gli articoli – p. 65
• Parole – pp. 68-69.
• Suoni – p. 67.
Action and Expression
• Physical Action
• Expression and communication
• Executive Functions
Create an image or infographic to present about the types of family models that exist in their country (create work groups taking into account that per group there is at least one student with the knowledge achieved to help the team). This is an example present in DAVVERO 1, p. 74, act. CF: Presentare i modelli di famiglia del proprio Paese
Program and Unit DAVVERO 1: Unit 2
Step 3 Plan for Tier 2 intervention
Identify students who will need additional intervention in order 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
Group 1
Group 2
Step 4 Plan for Tier 3 intervention
Utilize the correct present tense conjugation of regular verbs ending in -are and -ere).
Use cognates and word parts to determine the meaning of unknown words.
Grammar routine Conjugate regular verbs of the first and second conjugation to the present tense applying the vocabulary of the unit.
Comprehension Routine Prendi in casa uno studente.
Identify students who need intensive intervention in order 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
Acquire specific vocabulary related to family, personality and physical appearance adjectives, professions, workspaces, nationality.
• Vocabulary routine
• Comprehension routine
• Lesson 1: Unit vocab overview (vocab: genitori, mamma, papà)
• Lesson 2: Prendi in casa uno studente (studente, anziano)
• Lesson 3: Presentare i modelli di famiglia del proprio Paese
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 I Differentiation Anticipate variability
What options and supports will you prioritize to support the learning needs of your students?
Step 3: Plan for Tier II intervention
Identify students who will need additional intervention in order to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
Tier II Student Names Goal for Tier II instruction
Explicit instructional routine Language/Text Focus
Program and Unit
Step 4: Plan for Tier III intervention
Identify students who need intensive intervention in order to access the content of the lesson. Select specific instructional routines you will utilize.
Tier III Student Names Goal for Tier III instruction Explicit instructional 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
For additional details on our educational approach and the pedagogy that informs our textbooks, please visit www.klettwl.com/pedagogy
For more information about research on our products, please visit klettwl.com/research-and-validation