Needs, Supports and Tracking Examples
Supporting one learner 35,000 times takes intentional planning, collaboration, and care. At CCA, we get to know our learners through guided instruction, live sessions, chats, phone calls and the assignments they submit. These interactions reveal both the unique differences and shared experiences across classrooms and grade levels. Our data, combined with daily observations, help us identify patterns in learner needs and determine which supports are most effective. The fictional learners are based on real challenges and solutions encountered at CCA. It illustrates the diverse ways we can recognize a learner’s needs and creatively support both learners and their families. Remember, you’re never alone in this work. If you have questions or need support, reach out to your supervisor, a coach, or a counselor—your team is here to help.
High School
Middle School
Elementary
Elementary Lower
Sassy 2nd grade
Options for Support & Scaffolds
- Invite to small group/1 on 1 time to support missing skills
- Speak to MTSS team for availability in Focus Reading/Math small group time
- Speak to your AP about scheduling possibilities to support more time for foundational skills
- Mail a paper copy of Zoom rules & reminders on how to prepare a learner ready to learn
- Consistent communication with LC
- Guidance contact for social groups
- Family Mentor contacts to help with setting up home time vs school time
Options to Track Support's Outcome
- mClass progress monitoring
- Observation of behaviors in Zoom & how many reminders are needed to use the rules
- Note what adjustments/modifications are needed for assessments & assignments to be completed
- Note gains in knowledge of missing skills
Options for Support & Scaffolds
- Use visual schedules to support attention and transitions
- Schedule short, focused 1-on-1 Zoom check-ins
- Work with LC to learn preferred methods of practice (physical, online games, etc.)
- Assign specific lessons/domains in i-Ready reading and math
- Parent meeting to create a consistent home routine
- Parent revealed needing more support with extreme/violent behaviors, SRT referral for social worker to help with behavioral supports through local county agencies (like: county mental health & developmental services)
- Share concerns with your supervisor
Options to Track Support's Outcome
- Log participation and redirections during sessions
- Monitor mClass and math fluency assessments monthly
- Monitor i-Ready usage & scores
- Track consistency and impact of check-ins
Ted1st grade
Review the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
- Inconsistent participation in Zoom sessions
- i-Ready scores are Below grade level in phonics and math fluency
- mClass scores show T3 needs
- LC states she is easily distracted & needs frequent redirection
- LC revealed aggressive/violent behaviors and concerns
- mClass scores show T3 needs in reading & math for letter & number identification
- On camera playing with toys
- Struggles to understand when 1 on 1
Elementary Upper
Sam5th grade
Jamie 4th grade
Options for Supports & Scaffolds
- Break assignments into manageable parts with due dates
- Praise effort over correctness to build confidence
- Offer guidance resources for SEL (social-emotional learning) check-ins with school counselor, contact your assigned guidance counselor if LC is interested
- If LC is concerned about anxiety, the pediatrician would be the best resource to discuss this with
Options to Track Support's Outcome
- Track weekly assignments completed
- Counselor notes from SEL sessions (if applicable)
- Informal teacher observations of participation when in attendance
Options for Supports & Scaffolds
- AP should stress the urgency of engagement with small groups that will meet the learner’s needs
- Encourage completion of i-Ready Benchmarks to support needs with specified lessons/domains
Options to Track Support's Outcome
- Monitor engagement & progress of skills engaged with
- Follow up by APs to reinforce urgency & need
- Once engagement has begun, track mClass progress monitoring for reading improvement
Review the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
- Asynchronous lessons and assignments submitted blank
- Will attend synchronous lessons but rarely engages during class discussions via camera, chat or Classkick
- LC reports anxiety around performance and a bullying teacher experience from past school
- Low assessment & assignment scores in ELA
- mClass reading scores show T3 needs
- i-Ready Benchmarks incomplete
- Works asynchronously
- Has not attended Focus reading or ELA teacher small group invites
MIddleschool
Roy7th grade
Rebecca6th grade
Options for Supports & Scaffolds
- Consistent communication with LC & learner
- Meeting time or chat time once a week or every other week to review needed activities
- Offer small group time to review skills needed for assessments
- Adjust i-Ready lessons to be the most needed domains based on your 1 on 1 interactions
- Reach out to data or instructional coaches for ideas on supports such as Focus Reading with an interventionist
- Adjust level of texts using AI
Options to Track Support's Outome
- Logging communication & if meeting with you regularly
- Note what adjustments/ modifications are needed for assessments & assignments to be completed
- Progress monitoring with Focus reading interventionist
- Tracking usage of i-Ready lessons & how they did
- If learner is actively engaged with supports but no progress is being made recommend to Steps for Success (STS)
Options for Supports & Scaffolds
- Consistent contact to help stay on track & check for understanding of directions
- Small group or 1-on-1 time to review skills
- Read with learner to see how to adjust the i-ready lessons to be more appropriate, choose 2 domains to focus on for lessons
- Reach out to MTSS for learner to be added to Focus math
Options to Track Support's Outcome
- Track the level of contacts & support the learner is utilizing
- Note what adjustments/ modifications are needed for assessments & assignments to be completed
- Tracking usage of i-Ready lessons & how they did
- Well Below Benchmark i-Ready scores with red rush flags
- Missing assessments & projects in all subjects
- Asynchronous work is blank
- Analytics says recordings are not watched & last activity time spent is consistently under 5 minutes
- Struggles to complete projects
- Asks for support consistently
- Low scores on Edio assessments
- i-Ready red rush flag 1st grade all levels in math and reading
Review the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
highschool
Options for Supports & Scaffolds
- Regular 1-on-1 or small group time to review skills and/or directions for projects
- Assistant principal reaches out to LC to review expectations for turning in lessons
- Offer support with a family mentor about pacing and lesson completion
- Chunk lessons by priority
Options for Tracking Supports
- Note what adjustments/modifications are needed for assessments & assignments to be completed
- Note how information has to be presented in order for the learner to understand (prioritizing, chunking, or repetition)
Nathan11th grade
Options for Supports & Scaffolds
- Upon reading with learner, he is struggling to read text – adjust class materials using copilot
- Regularly meet with him to ensure materials are being used and being used with understanding
- Recommend for Steps for Success (STS)
Options for Tracking Supports
- Note what adjustments/modifications are needed for assessments & assignments to be completed
- Note how information has to be presented in order for the learner to understand (prioritizing, chunking, or repetition)
Options for Supports & Scaffolds
- Create a project calendar with check-ins every week
- Set up a contract with clear academic expectations and rewards
- Make connections by using chat for communication
- Involve parent/guardian in progress updates, use this rapport to see if any other services could be helpful (such as guidance or SAP)
- Decide on 1 resource to focus on at a time to support organization
Options for Tracking Supports
- Document adherence to check-in schedule
- Monitor project completion
- Evaluate engagement
Keely9th grade
Dani10th grade
Review the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
- Consistent synchronous attendance
- Assessments/ projects turned in, but do not follow directions or have level of detail needed
- Writing is often misspelled
- Seems to struggle with organization
- Fails to complete major projects
- Only multiple choice questions answered on assessments
- Talks about a sick family member
- Attends synchronous lessons sometimes
- Lessons pile up, but then get completed in chunks
- Will meet with the teacher if asked
Resources
MTSS Leadership Team Jana Honey Seth Darling Emily Weiss
steps to succes hub
steps to succes flowchart
Support Christina Tyson K-5 Lauren Wagner 6-12
Needs, Supports and Tracking Examples
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Needs, Supports and Tracking Examples
Supporting one learner 35,000 times takes intentional planning, collaboration, and care. At CCA, we get to know our learners through guided instruction, live sessions, chats, phone calls and the assignments they submit. These interactions reveal both the unique differences and shared experiences across classrooms and grade levels. Our data, combined with daily observations, help us identify patterns in learner needs and determine which supports are most effective. The fictional learners are based on real challenges and solutions encountered at CCA. It illustrates the diverse ways we can recognize a learner’s needs and creatively support both learners and their families. Remember, you’re never alone in this work. If you have questions or need support, reach out to your supervisor, a coach, or a counselor—your team is here to help.
High School
Middle School
Elementary
Elementary Lower
Sassy 2nd grade
Options for Support & Scaffolds
- Invite to small group/1 on 1 time to support missing skills
- Speak to MTSS team for availability in Focus Reading/Math small group time
- Speak to your AP about scheduling possibilities to support more time for foundational skills
- Mail a paper copy of Zoom rules & reminders on how to prepare a learner ready to learn
- Consistent communication with LC
- Guidance contact for social groups
- Family Mentor contacts to help with setting up home time vs school time
Options to Track Support's OutcomeOptions for Support & Scaffolds
- Use visual schedules to support attention and transitions
- Schedule short, focused 1-on-1 Zoom check-ins
- Work with LC to learn preferred methods of practice (physical, online games, etc.)
- Assign specific lessons/domains in i-Ready reading and math
- Parent meeting to create a consistent home routine
- Parent revealed needing more support with extreme/violent behaviors, SRT referral for social worker to help with behavioral supports through local county agencies (like: county mental health & developmental services)
- Share concerns with your supervisor
Options to Track Support's OutcomeTed1st grade
Review the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
Elementary Upper
Sam5th grade
Jamie 4th grade
Options for Supports & Scaffolds
- Break assignments into manageable parts with due dates
- Praise effort over correctness to build confidence
- Offer guidance resources for SEL (social-emotional learning) check-ins with school counselor, contact your assigned guidance counselor if LC is interested
- If LC is concerned about anxiety, the pediatrician would be the best resource to discuss this with
Options to Track Support's OutcomeOptions for Supports & Scaffolds
- AP should stress the urgency of engagement with small groups that will meet the learner’s needs
- Encourage completion of i-Ready Benchmarks to support needs with specified lessons/domains
Options to Track Support's OutcomeReview the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
MIddleschool
Roy7th grade
Rebecca6th grade
Options for Supports & Scaffolds
- Consistent communication with LC & learner
- Meeting time or chat time once a week or every other week to review needed activities
- Offer small group time to review skills needed for assessments
- Adjust i-Ready lessons to be the most needed domains based on your 1 on 1 interactions
- Reach out to data or instructional coaches for ideas on supports such as Focus Reading with an interventionist
- Adjust level of texts using AI
Options to Track Support's OutomeOptions for Supports & Scaffolds
- Consistent contact to help stay on track & check for understanding of directions
- Small group or 1-on-1 time to review skills
- Read with learner to see how to adjust the i-ready lessons to be more appropriate, choose 2 domains to focus on for lessons
- Reach out to MTSS for learner to be added to Focus math
Options to Track Support's OutcomeReview the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
highschool
Options for Supports & Scaffolds
- Regular 1-on-1 or small group time to review skills and/or directions for projects
- Assistant principal reaches out to LC to review expectations for turning in lessons
- Offer support with a family mentor about pacing and lesson completion
- Chunk lessons by priority
Options for Tracking SupportsNathan11th grade
Options for Supports & Scaffolds
- Upon reading with learner, he is struggling to read text – adjust class materials using copilot
- Regularly meet with him to ensure materials are being used and being used with understanding
- Recommend for Steps for Success (STS)
Options for Tracking SupportsOptions for Supports & Scaffolds
- Create a project calendar with check-ins every week
- Set up a contract with clear academic expectations and rewards
- Make connections by using chat for communication
- Involve parent/guardian in progress updates, use this rapport to see if any other services could be helpful (such as guidance or SAP)
- Decide on 1 resource to focus on at a time to support organization
Options for Tracking SupportsKeely9th grade
Dani10th grade
Review the grade level and concern for each student. Flip the card to find ideas for scaffolds, supports, and interventions. View the ideas for tracking the data on your interventions.
Resources
MTSS Leadership Team Jana Honey Seth Darling Emily Weiss
steps to succes hub
steps to succes flowchart
Support Christina Tyson K-5 Lauren Wagner 6-12