In most classrooms several students struggle in certain areas more than their classmates, and teachers have to make provisions to help them without delaying the rest of the class. Faced with the pressure of required test scores, monitored reading levels, and benchmark evaluations, educators have to schedule their time carefully to provide supplemental help for struggling students.

In response to this challenge, the McKay School of Education has developed a tiered support system (TSS) to guide teachers in providing all students with opportunities to learn from the necessary curriculum with systematic school-wide and community support. TSS emphasizes leadership and empowerment, assessment, curriculum, instruction, data-based decision making, and collaboration.

To implement the TSS process into instruction at the McKay School, the Departments of Teacher Education and Instructional Psychology and Technology developed a foundation course titled Assessment and Instruction (IP&T 213), which is now required for all students studying elementary education. “There are only a few classes like this in the country,” said Dr. Gary Wall, head of the committee that developed the TSS process.  The committee’s vision is to eventually share the learning modules developed for this class by putting them online for BYU-Public School Partnership districts to use for professional development of their current teachers.

Identifying as well as developing and evaluating effective tools for assessing academic progress is an important aspect of TSS. “In the past teachers haven’t always known which screening and intervention tools to use,” Wall said. “We want our future teachers to come out of the McKay School knowing how to screen, provide evidenced based interventions, and monitor student progress for all students so that no one is left behind.”

Academic success begins with monitoring, recording and evaluating every student’s changing academic levels, gauging how well he or she responds to certain methods of instruction. “By collecting data at a before and after point, teachers can better support students who need more specialized attention,” explained Wall. Such forms of measurement can include progress monitoring, curriculum-based management, benchmark testing, and academic progress charts for all students.

After effective use of measurement tools, teachers can organize the supplemental support or methods of intervention they will provide by looking to the TSS model, which is shaped like a pyramid to represent the varying needs of students. Students who respond adequately to regular classroom instruction (about 85%) are at the base of the pyramid.  Students who need some additional help (usually presented adequately in small groups) are represented in the middle area. Students needing more intense intervention, including individual help, are represented at the top level.

“The TSS model is a general education assessment model,” Wall concluded. “It adds incredible improvements to our existing system. It’s not a program –it’s a good way to teach. It’s good for the kids. It’s good for everyone.”

12 December 2011