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Educating students in the 21st Century is more involved and complex, and it is ever

changing. Differentiation has become intertwined into each lesson to meet the needs of all

learners, but Multi-Tiered Systems of Support (MTSS) takes the variation of lessons and

promotes strategies to another level. MTSS, by definition, is an evidence-based model of

schooling that uses data-based problem-solving to integrate academic and behavioral instruction

and intervention (MTSS implementation components, 2). This data-driven framework places a

larger focus on what should be done to help all students and not only struggling learners through

multiple tiers of learning. This support system not only helps students academically, but also

targets behavioral, social, emotional, physical, and mental health concerns as well (But isnt

MTSS just another words for RTI?, 1). These practices provide support at each level and use the

collaboration and encouragement from the school community.

The Multi-Tiered Systems of Support is broken up into three tiers. The first tier allows all

students to obtain the necessary skills through instruction. The teacher follows the districts

curriculum and the state standards to ensure that all students reach and /or exceed state

proficiency levels (MTSS implementation components, 3). The second tier is put into place for

struggling students to receive additional instruction and support to practice skills. The services

provided in this group are more intense and give students a more individualized approach in a

small group setting. The last tier is only provided to a very select few of struggling students, and

they receive the most intense service level a school can provide to a student (MTSS

implementation components, 3). Overall, these three tiers of this support system aid in the

success of all learners in the least restrictive environment.

MTSS can be integrated into any classroom for any subject being taught. For example the

three tiers of learning can be applied to a First Grade Mathematics class, which is 40 minutes
long. All students will be learning the basics to addition. To begin the lesson in a whole group

manner, the teacher will express that addition is a way of putting two groups together to create a

new larger group. Vocabulary words will be introduced to the students so they can verbally

respond to answers correctly.

The teacher will introduce the lesson using an interactive video by Pearson Education.

This will allow students to answer questions as the video reviews the basics of the lesson. Once

the video is completed, students will be given a worksheet that correlates to the lesson that they

will then complete independently. The teacher will continuously rove around the room using a

clipboard with an informal data log to monitor the expertise of the skill amongst the class, noting

any struggling students. Early finishers will be able to use the Smart Board to take turns

completing problems that practice the skill of addition. The teacher will continue to monitor

student progress while using technology. Since all students were learning the skill in the same

manor for an allotted class time, this would be considered Tier 1 of learning.

After review of the informal data log, the teacher will select the students who have not

successfully met the proficiency level and move them to the Tier 2 of MTSS. In this learning tier

there will be significantly less students with more individualized interaction. The teacher will be

sitting with the Tier 2 students to review the vocabulary and basic skills needed to add. Using a

white board with markers the teacher will show students some basic problems and have them use

manipulatives to add the two numbers together. Once the teacher feels the students are

comfortable with the material, each student will be given a Chrome book. The teacher will have

previously set up a Study Island assessment to practice the skill of addition. Students can first

complete the lesson using practice mode, and then they can complete the assessment for a score

that will be printed and logged. These scores will be used monitor the progress of the Tier 2
learners. Students who have not successfully completed the assessment will be moved to Tier 3

for more individualized practice.

In the Tier 3 of MTSS, there should only be 1-2 students who need one-on-one assistance

with the teacher. In this very personalized learning group, the teacher will simplify the skill and

use an Ipad to practice. While students are visualizing a problem on the iPad, the teacher will

help the students add using counters. The teacher will create a log and note the strengths and

weaknesses. Students will complete a formal assessment to demonstrate progress and the teacher

will be able to analyze student data.

Conclusively, MTSS can be integrated into any lesson. With the use of technology as an

intervention for struggling learners, students are able to master skills with a more personalized

plan. Since MTSS is data driven, teachers need to use practice problems, logs, benchmark

assessments, and Study Island testing to monitor student progress. This Multi-Tiered Systems of

Support varies instruction and promotes different strategies to achieve success for all learners.
Works Cited

But Isnt MTSS Just Another Work for RTI? New Jersey Association of School Psychologists -

MTSS. N.p., n.d. Web. 09 June 2017.

Florida RTI. (n.d.) MTSS implementation components. Retrieved from http://www.florida-

rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf