Series 2, Why Using Research to Inform Literacy Instruction Makes a Difference, moves forward by exploring how instructional adjustments and explicit instruction can meet the academic needs of ALL learners. The series consists of three modules focusing on teaching all students in a tiered service delivery model and by scaffolding support of evidence-based practices.
The IL MTSS-N is a project of the Illinois State Board of Education, with funding from the State Personnel Development Grant. Due to federal funding requirements and to provide feedback for internal development, please complete the pre-post test at the bottom of this page after viewing all of the following modules.
Why Using Research to Inform Literacy Instruction Makes a Difference provides a brief overview of the series' modules; the most effective way to use/view the modules; and how to access and use handouts.
MTSS is not an intervention in itself, but a “way of doing business”. MTSS starts with prevention, a solid core curriculum that meets the needs of most learners. Providing quality, research-validated reading instruction in the core curriculum can make a big difference for developing readers. This learning module targets explicit instruction and the use of benchmark data to identify needs at Tier 1. In this session, we further develop an understanding of how explicit instruction grounds the implementation of instructional components of a SWRM at Tier 1.
Students come to school from different backgrounds, with different skills, and they also learn at different rates. Therefore, teachers need to scaffold instruction according to the students’ needs at the universal level. Often, all it takes for some students to “get it” is to provide more practice opportunities, more modeling, and more time. This type of support can be delivered in Tier 1 through these three instructional components. In this module, we will look deeply at how in a SWRM instructional adjustments to programs, time, and grouping provide the means to effectively reach all students.
People do learn differently, and it is very important to say exactly how they learn differently so that we can focus our attention on those differences that really matter. In this module of learning, participants will look at how to ensure the evidence-based practices we use are powerful and dig into the following: Using scientifically-based instruction that results in increased student achievement, target standards, and target students’ most pressing needs. This learning module also investigates three best practices that can lead to the most effective deployment of critical thinking instruction
The IL MTSS-N is a project of the Illinois State Board of Education, with funding from the State Personnel Development Grant. Due to federal funding requirements and to provide feedback for internal development, we kindly request you complete this short pre-post survey after viewing each series.