Across the nation there is often confusion about the use of, and alignment between, two frameworks aimed at supporting all students: Multi-Tiered System of Supports (MTSS) and Early Warning Systems (EWS). The goal of this guide is to provide a framing for how MTSS and EWS are related and how they align within a districtwide system of support.
High-quality core math instruction is the foundation of a successful multilevel prevention system within a multi-tiered system of supports framework. As noted in Infusing EBPs to Improve Middle School Math Instruction, when schools and teachers fail to focus on delivering high-quality core instruction, delivering supplemental math support is not enough to address the needs of middle school students with math difficulty. Developing high-quality middle school math instruction starts with good preparation.
To be successful in mathematics across grade levels, students must establish foundational mathematics skills because most newly acquired mathematics skills require the use and understanding of prerequisite skills. Longitudinal studies show that students who fall behind in as early as Grade 4 are likely to remain behind their peers as measured in Grade 8 (New Classrooms, 2019). In middle school, students with math difficulty or chronically low math achievement often have large gaps in mastery of prerequisite skills or unfinished learning.
This series of guides describes the setup and use of the EWIMS process based on data-driven decision-making research. The aim of this guide is to support school and district efforts to systematically identify students who are showing signs of being offtrack in school (an early indicator of risk for achieving key educational milestones like on-time graduation), match these students with appropriate interventions, and monitor students’ progress within those interventions. A guide is available to support district level implementation as well as Middle and High School Implementation.
An early warning system allows educators to assign and provide appropriate interventions to at-risk students early on, during the 9th grade year, to prevent dropout before it happens.This video from the Regional Educational Laboratory Midwest (REL Midwest) summarizes research on early warning systems and dropout prevention. The video includes highlights from the research conducted by REL Midwest on behalf of the research alliances in the Midwestern states.
The brief by Regional Education Laboratory (REL) Midwest shares the results of a randomized controlled trial – the most rigorous study design – to examine the impact of EWIMS on students and schools.
Although the components of MTSS are the same between elementary and secondary schools, implementation and application of them is different. High schools have unique contexts that must be considered when implementing. MTSS. This resource identifies considerations for teams as they design and implement MTSS in high school settings. Guiding questions are provided for each consideration to facilitate team conversations and action planning.
This brief addresses frequently asked questions (FAQs) about creating a workable schedule for faculty, staff, and students when establishing RTI. The document was designed to help guide practitioners during RTI implementation as they create or modify their existing school schedules. While the document may be helpful for elementary schools, it is targeted at secondary schools and was developed through discussions with middle schools representing 28 states across the nation.