Multi-tiered Systems of Support

Question 1

A comprehensive, evidence-based framework used in education to provide targeted interventions and support to students based on their individual needs

Answer 1

MTSS (multi-tiered systems of support)

Question 2

What tier level of MTSS are these critical components apart of:

• Universal screening: Universal screening assessments in reading and math are administered to all students at the beginning of the school year to identify those needing targeted instruction.
• Progress monitoring: This practice may involve using formative assessments, benchmark assessments, or progress monitoring tools to track student academic and behavioral progress and identify areas where additional support is needed. Communication with families is enhanced at this tier, with educators providing regular updates on student progress and involving families in intervention decision-making.
• High-quality core instruction: This approach includes differentiated instruction, flexible grouping, and instructional technology to enhance student learning.
• Positive Behavior Interventions and Supports (PBIS): Examples include teaching and reinforcing behavioral expectations, implementing a school-wide reward system, and providing opportunities for students to learn and practice social-emotional skills.
• Data-based decision-making: This approach may involve using formative assessment data to adjust instruction in real time, monitoring student progress, and using data to identify trends and areas for improvement. For example, some of the data collected may include (but not be limited to) the intensity of an intervention in terms of moving from a large group to smaller groups, and the duration of an intervention in terms of more concentrated time spent based on learning needs.
• Collaboration and professional development: One example is providing ongoing professional development opportunities for teachers to enhance their instructional practices and address the needs of all students.

Answer 2

Tier 1

Question 3

What tier level of MTSS are these critical components apart of:

• Small-group instruction: A fourth-grade teacher works with a group of four students on adding fractions with like denominators using fraction tiles.
• Progress monitoring: Every Friday, a third-grade teacher assesses her students’ reading comprehension skills through a short quiz to track their progress and adjust her teaching strategies accordingly.
• Evidence-based interventions: To improve reading fluency, a first-grade teacher uses an evidence-based intervention program that includes repeated reading and guided oral reading activities, which have been proven effective in boosting students’ reading skills.
• Data-based decision-making: A high school biology teacher reviews her students’ recent science test scores and notices a pattern of low performance on questions about genetics, so she decides to reteach the topic and provide additional resources to improve understanding.
• Increased practice and feedback: A seventh-grade pre-algebra teacher assigns extra math problems and provides individualized feedback during after-school tutoring sessions to help his middle school students master challenging concepts and reinforce their learning.
• Enhanced family engagement: A third-grade teacher enhances family engagement by regularly updating parents on their child’s progress, seeking their input on educational goals, and collaborating with them to support learning activities at home.

Answer 3

Teir 2

Question 4

What tier level of MTSS are these critical components apart of:

• Individualized support plans: A middle-school teacher creates an individualized support plan that includes weekly check-ins, a detailed schedule, and extra time for assignments to help a student who struggles with organization and time management.
• Intensive instruction: To help struggling readers, a first-grade teacher provides intensive instruction by working with them in small groups for 30 minutes each day, using targeted strategies and materials designed to address their specific needs.
• Progress monitoring: A high school ELA teacher regularly checks the progress of students receiving Tier 3 interventions by reviewing their performance on weekly writing assignments and adjusting his teaching strategies based on students’ improvement or challenges.
• Collaborative team approach: When a student in a fifth-grade math class struggles despite Tier 2 interventions, the teacher collaborates with the special education teacher, school counselor, and the student’s family to develop a personalized Tier 3 intervention plan that includes additional tutoring and behavioral support.
• Family involvement and support: After completing an evaluation for a student in need of Tier 3 interventions, a fourth-grade teacher schedules a meeting with the student’s parents to discuss the results and collaborate on strategies to support the child’s learning and well-being both at school and at home.
• Data-based decision-making: After analyzing data showing that a student struggles significantly with reading comprehension despite Tier 1 and Tier 2 interventions, a second-grade teacher implements a Tier 3 intervention by providing her with a personalized, intensive reading program and closely monitors her progress through weekly assessments to tailor further support.

Answer 4

Teir 3

Question 5

Implementing proactive strategies to establish a positive school climate and promote positive behavior among students

Answer 5

Positive Behavior Interventions and Supports (PBIS)