A multi-tiered system of support is an approach that focuses on solving problems using evidence-based interventions for improving student academic achievements and social behavior. This model is aimed to provide high-quality instructions to students by using a team approach. It allows educational institutions to organize resources to improve student performance and behavioral expectations according to academic standards.
To implement a multi-tiered system of support in a school, the key stakeholders such as principals, teachers, curriculum directors, and superintendent should come to the consensus regarding methods of implementation of the multi-tiered system. It is achieved through the discussions of the educator’s expectations towards teaching and student’s learning and dividing into teams to ease the process of implementation. It is noted that evidence-based practice, which includes effective strategies based on research, should be utilized in the process of implementation of this approach (Jimerson et al. 121). Therefore, students will receive equal and continuous support through detailed instructions and interventions according to their needs. The visual below represents a possible multi-tiered system of support in a school.
The approach includes three tiers to assure an intense influence on the academic performance and behavioral patterns of the students. The first tier refers to core instructional practices used on the class and school level, which are designed to improve the performance of students within a standard curriculum. The interventions are performed by a leadership team. Thus, such interventions might assist in improving skills in English reading among the students throughout the academic year. The second tier consists of targeted interventions for a group of students who have low results according to standard instructions. These interventions might be performed by a leadership team or a department team. If a student fails to achieve better results after the targeted interventions, the third tier is utilized to provide individual interventions which are aimed to be more intensive. These interventions are performed by a problem-solving team according to the reports from a leadership team and a department team.
The role of an EDU student as a classroom teacher in this system is to secure that every student receives appropriate instruction and track student academic progress to identify the individuals who need targeted interventions. One should evaluate the skill level of the students by using different instructions for various groups of students. Special measurement tool should be used by an EDU student to evaluate the progress of the pupils. Before using any interventions, they are discussed with the parents of a student. Then, the works of the student and other relevant data connected to interventions are collected by the teacher for further study.
The progress of the students is monitored by applying such curriculum-based measurements as directions and norms of various subjects. It is stated that they are “used for screening and progress monitoring, and norm-referenced tests may be used for diagnostic decisions” (Jimerson et al. 530). Thus, if a teacher evaluates the reading skills of the students, one should assess children according to their reading skills in English regardless of their home language. It is crucial for further evaluating student’s abilities because the primary goal is to teach a student to read in English. The evaluating of student performance may be performed in the beginning and middle of the year to ensure maximum involvement to increase academic performance.
The paper provided the vision of the multi-tiered system of support that can be utilized in a school. The lines of communication across the tiers were examined. The role of EDU student as a member of the leadership team was identified. Curriculum-based measurements were explained.
Work Cited
Jimerson, Shane R., Matthew K. Burns, and Amanda M. Van Der Heyden, editors. Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support. Springer, 2015.