ANNUAL REPORT 2021–2022 | 15
Multi-Tiered Systems of Support
In August 2021, the entire District Leadership Team attended a workshop facilitated by Dr. Kristan Rodriguez to kickoff the development of our Multi-Tiered System of Support (MTSS) Framework. Creating an MTSS framework for the District builds on our commitment to ensure equitable access and outcomes for our students. It starts with the premise that every student is capable of grade-level learning and reaching their full potential with adequate support and challenge. MTSS is a systematic approach that addresses
What is MTSS? MTSS is not a program but a systemic approach that endeavors to ensure sure all students are getting the instruction needed and are making adequate growth. There are three tiers of instruction, and at various times, students may be in more than one tier. TIER 1: THE GENERAL CURRICULUM These are supports available to all students through a general education program where inclusive practices are embedded into the classroom setting. Every single student receives the core, or Tier 1, instruction that focuses on improving the academic and social emotional outcomes for all students. TIER 2: STUDENTS WHO STRUGGLE GET MORE SUPPORT Tier 2 exists to support students who are struggling to make adequate progress. Tier 2 supports occur in addition to the Tier 1 instruction. These supports are generally done in small groups and include additional oppor- tunities to learn or practice the skills necessary for core instruction as well as strategies for enrichment. As one example, Mathematics or Reading Specialists may work with a group of students for a set period of time to address specific areas of need. TIER 3: INTENSIVE INSTRUCTION When students are getting the core instruction (Tier 1), frequent instruction beyond that (Tier 2), and are still not making gains, Tier 3 provides more intensive support. These are often explicit, focused interventions that occur individually or in very small groups. It is important to note that Tier 3 is not synonymous with special education. Students with disabilities may not need Tier 3 support and students not identified with a disability may in fact need Tier 3 supports. Assessments are given to identify specific areas requiring attention and create a plan for how to intervene.
conditions for creating successful and sustainable system change while also supporting students and staff. It also ensures that schools optimize data-driven decision making, progress moni-
toring, and evidence-based supports and strategies that provide students with a continuum of support to meet their needs.
A 14 member Steering Task Force composed of classroom educators, coaches, service providers and District and school leaders, held 9 meetings from December 2021 to May 2022 to estab- lish priorities and objectives, develop the frame and focus
of an MTSS Playbook, and identify implementation needs.
The ABRSD MTSS Playbook provides common guidance, protocols, and resources that will be utilized within and amongst our schools. A successful shift to an MTSS model will require an arc of time that is mindful of both the technical and adap- tive work and changes that accompany this transition. This transition will be supported by professional learning, review and adjustments of processes that should be refined, and continuous self-reflection on our approach to this work.
* Adapted from “Multi-Tiered System of Support: A Blueprint for Massachusetts Educators,” Novak & Rodriguez, 2019
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