What Your Alabama State School Board Knew About MTSS |
ccsso_sel_mtss_toolkit-1.pdf | |
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So, what gives? There is a loss of the "fear of Almighty God". Pray for Repentance.
It would be better to be thrown into the sea with a millstone hung around your neck than to cause one of these little ones to fall into sin. Luke 17:2
Part 3 of 5: SEL as a Lever for Equity: Elevating Student Voice and Vision - YouTube
https://youtu.be/m3yHe45dipA
We need to understand we have been misled--We know already how to do Math--see George Hall Elem (now destroyed after common core).
More Resources:
alabama-2022-sb171-enrolled.pdf | |
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Page 3: MULTI-TIERED SYSTEM OF SUPPORT. A tiered system of supports that integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral problems. A multi-tiered system of support promotes systems alignment to increase efficiency and effectiveness of resources.
Page 5: Section 3. (a) Within 90 days following the effective date of this act, the State Superintendent of Education shall convene an Elementary Mathematics Task Force to provide the State Superintendent of Education and the State Board of Education with vetted and approved recommendations for high quality, evidence-based comprehensive mathematics curricula for core instruction and mathematics intervention programs or curricula, or both; a state continuum of educator development for approved professional learning focusing on foundational mathematics content knowledge including, but not limited to, improving number sense, spatial skills, algebraic reasoning, and mental computations for all full support and limited support schools; and an annual list of vetted and approved assessment systems which are valid and reliable mathematics screening, diagnostic, and formative assessment systems for selection and use by local education agencies.
Page 11: (3) Monitor the implementation of screener assessments, diagnostic assessments, and formative assessments for grades K-5 to identify students in need of support for key numeracy concepts. Implementation shall begin with the 2023-2024 school year.
Page13:
(1) Support and monitor the implementation of comprehensive mathematics curricula for core instruction and intervention programs or curricula, or both, approved by the Elementary Mathematics Task Force.
Page 14:
(5) Provide a learning environment that promotes student reasoning, student discourse, and student questioning and critiquing the reasoning of their peers.
Page 18:
(c) Beginning with the 2023-2024 school year: (1) Kindergarten students shall be assessed by November using an early numeracy screener recommended by the Elementary Mathematics Task Force to identify those students in need of support for key numeracy concepts. A kindergarten student identified by the screener as having a mathematics deficiency shall be assessed using the diagnostic assessment
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(6) Assisting teachers in using data to differentiate mathematics instruction and to identify students exhibiting the characteristics of dyscalculia and other exceptionalities.
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Implement a multi-tiered system of support, including response to intervention, to monitor the progress of struggling students, continually evaluate the effectiveness of instruction, and improve instructional decisions. Support and respond to any request of the Office of Mathematics Improvement or the Office of School Improvement
call_to_action_website.pdf | |
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Please download Call to Action file above for printable brochure to help
more parents know
Concerned
Click here for old articles to remember how we got to this point
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