MTSS @ Revere High School

A Multi-Tiered System of Supports (MTSS) is an educational framework that aims to support students by utilizing data-based problem solving and decision-making at all levels of the educational system. It involves implementing evidence-based instruction, intervention, and assessment practices to ensure that every student receives the necessary support to succeed. MTSS helps schools and districts organize resources by aligning academic standards and behavioral expectations, with the goal of enabling each child to reach their fullest potential. The framework emphasizes continuous improvement and sustained implementation over time.

What is the Multi-Tiered System of Supports (MTSS) Model?

*TIER 1	Tier 1 is the universal level that includes any and all general education curricula and procedures. At least 80% of students should be successful at the Tier 1 level. It consists of scientifically based core instruction for all students. At this level, formative and summative assessments as well as various forms of progress monitoring are used to ensure students are acquiring expected skills and knowledge.
*TIER 2	Tier 2 is the level that provides more targeted interventions for struggling students. These interventions are generally provided to small groups of students who have similar needs at one time. Tier 2 is always in addition to Tier 1 instruction. Tier 2 must be provided with enough frequency and at long enough durations to address the presenting problem. In most cases, students will need Tier 2 for a short period of time and then they will be able to transition back to Tier 1 alone. When implemented correctly, about 15% of students in a school will need and benefit from Tier 2.
TIER 3	Tier 3 is the most intensive level of support. Typically, if Tiers 1 and 2 are effective, no more than 5% of students in a school require Tier 3 support. Tier 3 usually consists of longer and more frequent intervention, which is in addition to Tier 1 core and Tier 2 supplemental intervention. Tier 3 interventions provide students with individualized opportunities to learn and practice specific skills.

*Classroom teachers provide Tier I and II supports in the classroom.

What MTSS Is	What MTSS is Not
A framework that provides students with tiered supports and interventions, among other elements (i.e. enrichment and growth opportunities).	A single response or an intervention program.
An approach for all staff, students, families and partners to take into account academic, attendance and social-emotional support, enrichment and differentiation, as well as overall school culture and teacher preparedness.	An approach to address at-risk students only.
A mechanism for multidisciplinary problem-solving teams to be created and meet regularly.	A program that one school point-person facilitates.
A framework that relies on the equitable use of multiple data points to make decisions about levels of support needed, and the effect supports/interventions are having on remediating or enriching student learning.	A plan based upon single points of data.
A system with the right support for students, including assessment that measures the impact of those supports.	A funnel for students to be qualified for Special Education.

Tiered Instructional Academic Support Strategies @ RHS

Tier 1: Core instruction that forms the base available for all students, in every classroom, throughout the school. All available resources should be utilized.

Employ differentiated instructional practices, including whole and small group settings
Set specific learning objectives and goals with clear expectations for learner performance
Provide directions that are concise and concrete
Provide multimodal presentation of instruction and materials; active and varied participatory learning
Provide cueing and “wait time” or “think time” to encourage participation
Encourage use of universal reference tools and supports (i.e. textbook, computer, calculator, graphic organizer, facts table, rubrics)
Use regular feedback system between home and school

Tier 2: These targeted interventions are implemented based on a systematic procedure that identifies students who are non-responsive to Tier 1 and require additional support.

Facilitate small group instruction focused on teaching, reteaching skills and concepts
Modify tasks, skills, and materials (as applicable, while still being able to assess competency)
Repeat instructions for clarification and ask student(s) to paraphrase to ensure understanding
Provide verbal and non-verbal cues as reminders to stay on task
Allot additional time for the completion of written tasks
Design alternative testing/assignment procedures (e.g., fewer questions, multiple choice, read aloud, extended time)
Break down tasks into manageable steps
Utilize peer buddy systems for study groups or homework check-ins
Utilize homework logs and journals for homework follow-up
Provide before/after school tutoring

Tier 3: These interventions are highly individualized, intense supports based on non-responsiveness in previous tiers.

Prescribe a change in instructional grouping (e.g., intensity, frequency, skill focus, duration, program focus)
Devise more intensive small group or one-on-one support focused on addressing gaps
Allow for frequent breaks (i.e., work for specific amount of time to earn a 2 minute break)
Provide specialized programming that focuses on just a few key skills at a time.

Tiered Social-Emotional & Behavioral Support Strategies @ RHS

Tier 1: Core instruction that forms the base available for all students, in every classroom, and throughout the school.

Provide on-going direct instruction of school-wide expectations and procedures
Develop and employ classroom expectations and procedures (aligned with school-wide)
Provide positive reinforcement for all students related to core expectations
Develop transition warnings and strategies
Praise/encourage/reinforce on-task behavior utilize the clinically supported ratio of at least 4 positives to 1 correction)
Ensure consistent responses for problem behaviors
Provide effective procedures and supervision in non-classroom settings
Employ class-wide behavior management systems aligned to school-wide expectations

Tier 2: These targeted interventions are implemented based on a systematic procedure that identifies students who are non-responsive to Tier 1 and require additional support.

Provide ongoing small group social skills instruction or school counseling
Provide check in- check out systems (Student meets with a staff person to review target behavior in the morning and reviews the student’s performance in the afternoon)
Provide mentoring programs; one-on-one regularly occurring sessions with an identified staff person who befriends and supports the target student
Contact parents to facilitate parent support/strategies and improve home-school communication
Incorporate frequent behavior pre-correction
Re-teach school-wide expectations
Allow for preferential seating or other room design modifications to minimize distractions
Consultation services provided by school psychologist, guidance counselor, social worker, special staff, etc.
Incorporate stress-release activities or movement breaks

Tier 3: These interventions are highly individualized, intense supports based on non-responsiveness in previous tiers.

Modify social skills instruction (increase frequency, duration, intensity, and/or smaller group)
Create individualized function based behavior planning
Teaching and reinforcing functionally equivalent replacement behavior as an acceptable alternative.
Provide more intensive multisystemic wrap around services
Collaborate with student’s physician or mental health professional

School-Wide Attendance

It is important to note that utilizing tiered supports will also assist Revere HS with our goal of improving overall student attendance. We believe that when we 1) employ engaging and differentiated instructional strategies using tier I and II academic supports, 2) institute and actively monitor school-wide behavioral expectations, and 3) provide tier I and II social/emotional/behavioral supports in the classroom in a more systemized way, students are more likely to be engaged in their studies, adhere to the expectations and attend school more frequently. When student attendance is an issue, we can use the SST process to get to the root cause so we can provide more intensive support to the student and their family. Teachers and staff must monitor attendance and address attendance issues as they arise using tier I and II supports in order to proactively address those academic or social/emotional/behavioral root-causes that lead to poor attendance, keeping in mind that the root cause could also be tied to family or health as well.