Consulting Services: Academic MTSS/Response-to-Intervention

Curricular Alignment, Differentiated Instruction, and Academic Interventions for Struggling Students

The Elementary and Secondary Education Act (ESEA/ESSA) requires districts and schools to develop multi-tiered systems of services, supports, strategies, and interventions for students who are academically at-risk, underachieving, unresponsive, and/or unsuccessful. For all students, this involves helping district and school supervisors and teachers understand how to differentiate instruction, and how to strategically use the approaches of remediation, accommodation, modification, and classroom-based intervention.

For students with disabilities, this involves ensuring that they have access to (a) the general education curriculum, (b) appropriate instructional accommodations, (c) Universal Design for Learning approaches, and (d) evidence-based instruction and intervention.

Effective Classroom Instruction and Interventions for Struggling Students:

Guided by Project ACHIEVE's Positive Academic Services and Supports (PASS) model, sample services in this area include:

  • Conducting Academic Instruction and Outcome Needs Assessments and Resource Analyses
  • Completing Personnel, Professional Development, Curriculum and Instruction, Assessment and Proficiency, and Budget and Technology Performance Audits
  • Developing Staff Skill and Expertise Directories
  • Developing and Implementing Effective Peer and Administrative PLC, Consultation, Coaching, and Supervision Systems and Practices
  • Establishing Effective Staff Recruitment, Management, Evaluation, and Termination Processes
  • Ensuring that Curricula are Aligned with State Standards, Instructional Lessons and Materials, and Progress Monitoring and Other Formative Assessments
  • Validating that Sustained, Effective, and Differentiated Instruction is Occurring Consistently and Continuously
  • Evaluating and Improving Differentiated and Targeted Classroom and Student Support Instruction
  • Evaluating and Improving Staff Skills in Curriculum-based Assessment Strategies, as well as Remediation, Accommodation, Modification, Strategic Intervention, and Assistive Support approaches
  • Facilitating the use of Flexible and Strategic Grouping and Instruction
  • Coordinating Multi-tiered Screening and Diagnostic Assessment Approaches
  • Facilitating the Implementation of the Quarterly Student Achievement Review (Q-STAR) Process
  • Guiding the Annual Student Evaluation and Transition ("Get-Go") Process