Understanding the MTSS Tiered Framework

Understanding the MTSS Tiered Framework

MTSS (Multi-Tiered System of Supports), MTSS Model MTSS (Multi-Tiered System of Supports) was formerly known as RTI (Response to Intervention), which is an educational framework to provide timely and targeted intervention to students having academic or behavioral problems. The three-tier model represents different levels of support, each being a separate tier.

Tier 1: Universal Instruction

Tier 1 is the most common instruction, and it is given to all students in the general education class. It is a process of using research-proven teaching methods and courses that can satisfy the needs of the student majority (Harlacher et al., 2014). Here, teachers implement differentiation of teaching to cater to various learning styles and provide adjustments and support when necessary.

Tier 2: Targeted Interventions

Students with less than satisfactory progress in the regular classroom setting are shifted to Tier 2. At this level, they work on the areas in which they are weakest and receive targeted interventions that are more intensive and focused on specific skill deficits (Harlacher et al., 2014). These interventions are mainly given in small groups or individually. They are sometimes accompanied by extra lesson time, explicit teaching, and one-on-one interventions that are designed to suit the student’s specific needs.

Tier 3: Intensive Interventions

If students face problems after using the Tier 2 interventions, they go to Tier 3, which is the highest degree of support. Tier 3 students receive highly individualized, evidence-based interventions that are focused on their particular needs (Harlacher et al., 2014). To achieve this, such interventions are usually done by specialists such as reading specialists, special education teachers, or interventionists. Progress monitoring is the critical part of Tier 3 to gauge the efficacy of the intervention and helps in making data-driven decisions.

Intervention for a Struggling Reader

If I had a student who is struggling to read in my content area class, one strategy/intervention that I could use to meet the reading comprehension needs of that student is to provide explicit instruction in reading comprehension strategies. This would include teaching the students techniques that aid them in comprehending and analyzing written texts (Richardson et al., 2012). These methods include concepts such as activating prior knowledge, making predictions, visualizing, asking questions, summarizing, and making inferences. Through the explicit teaching of these strategies and actual demonstration of their use, I could help the struggling reader build up a collection of skills that would help in the improvement of their reading comprehension.

References

Harlacher, J. E., Sakelaris, T. L., Kattelman, N. M., Harlacher, J. E., Sakelaris, T. L., & Kattelman, N. M. (2014). Multi-tiered system of support. Practitioner’s guide to curriculum-based evaluation in reading, 23-45. https://doi.org/10.1007/978-1-4614-9360-0_3

Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2012). Reading to learn in the content areas. Cengage Learning

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Discussion 12

1) Research the MTSS (formerly RTI) model and explain your knowledge of each tier.

Understanding the MTSS Tiered Framework

2) If you had a struggling reader in a content area classroom, what is one strategy/intervention you could use to meet the reading comprehension needs of that student?