Implementing a Multi-Tiered System of Supports (MTSS) takes time – time to screen students, create the tiers, and set up progress monitoring processes. But when done thoughtfully and with clear intention, it is time well spent. In fact, MTSS can save educators valuable time by using data effectively and conserving resources for students who need them the most. Within this article, we share three ways to save time with MTSS including:
- Scheduling to provide interventions,
- Implementing standard interventions at Tier 2 to reduce the number of students who need additional support, and
- Quickly matching students to interventions using an intervention protocol.
Scheduling to Save Time
Creating or reorganizing a master schedule is no small feat, but it’s a critical step in ensuring educators have the structures in place to support all students effectively. Rather than asking staff to squeeze time in for intervention where they can find it, educators can adjust the master schedule to ensure protected time for intervention. There are several approaches to incorporating intervention into the master schedule including:
- Implementing a common intervention time. A common intervention time is a consistent time block in which interventions are delivered to students. This approach ensures that students do not miss core instruction and decreases scheduling challenges due to students moving in and out of intervention. Further, students on-track for grade-level standards can receive enrichment during this time.
- Using study hall for intervention. Some schools may have study hall built into their schedules. Using all or part of this time for intervention is another approach for ensuring students have access to the intervention they need without missing core instruction.
- Creating a “free period” by reducing classes by a few minutes. Reducing each class by a few minutes can create a free block of flexible time that can be used for intervention for students who need it, or as enrichment or study time for those who are not currently receiving intervention.
Many schools have developed creative scheduling options that allow for the provision of intervention. Check out these resources to learn more about scheduling and MTSS:
- Strategies for Scheduling: How to Find Time to Intensity and Individualize Intervention
- Implementing MTSS in Secondary Schools: Challenges and Strategies
- RTI Scheduling Processes for Middle Schools
Implementing Standard Interventions at Tier 2
Tier 2 interventions are used to address students’ specific skill gaps or needs that cannot be adequately targeted during core instruction. Educators can implement standardized interventions at Tier 2, which are evidence-based interventions delivered using the same methods and materials regardless of the person delivering them. Educators simply implement the intervention as it’s designed. This includes following the recommended dosage, scope and sequence, and group size. Consequently, educators save time with standardized interventions because they don’t have to individualize or alter the intervention, a process often referred to as a standard protocol intervention.
A key advantage of using standard interventions at Tier 2 is they reduce the number of students who may need more intensive supports. In fact, over 75% of students who receive Tier 2 interventions achieve their goals, learn missing skills, and don’t need additional interventions (Hawken et al., 2020; Vaughn et al., 2012). The efficiency and effectiveness of using standardized Tier 2 interventions can preserve critical resources, such as time, for students who need intensive intervention. In turn, students who need additional support receive more intensive and individualized interventions better matched to their needs. Access our infographic to see the key features of Tier 2 interventions.
Matching Students Quickly to Interventions Using an Intervention Protocol
Another way to save time with MTSS is efficiently using data to match students’ instructional needs to a Tier 2 intervention. Rather than gathering additional diagnostic data (which takes time), MTSS teams can save that time by using an intervention protocol. An intervention protocol outlines interventions available to students, as well as the data pattern that indicates which intervention to select for a student (see Figure 1 and Figure 2 for examples). As illustrated, teams can quickly review screening and previously gathered data to identify a student’s likely instructional need. They can then provide a corresponding intervention that matches that need to provide the student with relevant support and improve their outcomes.
Figure 1. Example Intervention Protocol in Reading for Secondary Students
| If the student scored: | And | And | And | Then the instructional need is: | Provide |
|---|---|---|---|---|---|
| Below criterion in MAZE passage | Below criterion in rate of oral reading fluency | Below criterion in accuracy of oral reading fluency | Below criterion for English proficiency | Second language support | Support for second-language needs |
| Below criterion in MAZE passage | Below criterion in rate of oral reading fluency | Below criterion in accuracy of oral reading fluency | Above criterion for English proficiency | Basic skills instruction in reading | Language! |
| Below criterion in MAZE passage | Below criterion in rate of oral reading fluency | Above criterion in accuracy of oral reading fluency | Above criterion for English proficiency | Fluency instruction in reading | Read Naturally |
| Below criterion in MAZE passage | Above criterion in rate of oral reading fluency | Above criterion in accuracy of oral reading fluency | Above criterion for English proficiency | Reading comprehension strategies | REWARDS Secondary *Examine additional information to determine if vocabulary support is needed with REWARDS Plus |
Figure 2. Integrated Example of an Intervention Protocol
| If the student scored: | And | And | And | Then the instructional need is: | Provide |
|---|---|---|---|---|---|
| At risk in attendance | At risk in office referrals | Receiving 2 or more Ds or Fs in classes | Below criterion on state reading assessment | Reading proficiency | Corrective Reading |
| At risk in attendance | At risk in office referrals | Passing all classes | Proficient on state reading assessment | Behavioral support | Check-in/Check-Out |
| At risk in attendance | Low risk in office referrals | Passing all classes | Proficient on state reading assessment | School engagement | Check and Connect (for adult mentoring) Lunch Buddy (for peer mentoring) |
To select interventions, MTSS teams establish a menu of standardized, evidence-based interventions and the specific skills the interventions address. Use the FAIR test when selecting interventions and check out these resources for developing the menu of interventions:
- Academic Interventions Tools Chart from the National Center on Intensive Intervention
- Practice Guides from the What Works Clearinghouse
- Guides from the Center on Instruction
- Early Identification System (EIS) Intervention Hub
Within this article, we shared three ways to create efficiency in your MTSS. By using standardized interventions with quick rules to match students with an appropriate intervention, schools can reduce the number of students in need and reserve more extensive resources for students with more dire needs.
