Many educators are familiar with social and emotional learning (SEL) and a Multi-Tiered System of Support (MTSS), but integrating these two frameworks can be challenging. Not only does it require a complete understanding of both SEL and MTSS, but there also needs to be cohesion and collaboration across different leadership teams, classroom teachers, as well as academic, social-emotional, and behavioral specialists.
Below, we outline four common problems that educators run into when merging these systems and our recommendations for resolving these issues to ultimately strengthen SEL implementation within MTSS.
Planning and implementing MTSS (Multi-Tiered System of Supports) can appear as a monumental task, especially in today’s world, where our teachers’ tasks are exponentially growing. It’s widely accepted that vast numbers of students will struggle this year, and they will need more support than ever before.
Accelerated learning pushes teachers to incorporate grade-level content with students who have spent over a year in an abnormal learning environment. To accomplish this feat, core instruction requires a strong platform built upon support and interventions. The burden of locating these supports and interventions lies on the already burdened shoulders of our teachers.
The Branching Minds team and platform seek to alleviate that burden, making the road to MTSS smoother and less rocky—so we can all have a bit more time for self-care without compromising student success. The Branching Minds support library comprises thousands of research-based supports and interventions, cutting down the time teachers need to find their own effective resources.
The Quest to Understand MTSS Terminology
Terminology can be a pesky obstacle, leading to added frustrations when we can’t find what we need. Between “learning supports,” “interventions,” and “accommodations,” it’s easy to get confused as to what resource is needed during the MTSS cycle.
It’s important to note that regardless of the term, these resources all have the same goal— helping all students to achieve academic success. Generally speaking, the use of differentiated support can be applied more broadly to the work you are doing to help a student, such as during Tier 1 core instruction for all students. This fills in learning gaps and facilitates accelerated learning.
Learning Supports vs Interventions vs Accommodations
Supports become interventions when used in an intensive setting to meet grade-level expectations. Supports become accommodations when they remove a particular barrier a student may have to learn/demonstrate content.
Below, we’ve outlined these definitions more in-depth, as well as when/how they’re typically used. Keep in mind that these definitions are fluid, and many educational resources do not fit into one definition.
When it comes to categorizing a resource, you must also account for how and why it is being utilized. The same resource can often be used as a learning support and an intervention, depending on its application and the student’s needs.
School leaders and teachers have a tendency to rush to implement behavior or academic interventions plans for struggling students, without first taking the time to problem solve why students are struggling in the first place. I witnessed this firsthand in my nearly ten years as a high school assistant principal.
As a first-year high school teacher, it was almost instinctual to pull a struggling learner (often an English Language Learner or a student well below grade level) out of the classroom and work with them individually. Wasn’t this one-on-one attention precisely what this student needed? Wasn’t I helping them by teaching them at their level? They didn’t have to sit through a lesson feeling lost and frustrated, and I didn’t have to worry about them feeling lost in this environment. Instead, I could work with them individually and get them caught up.
While I intended to help, I did not realize I was causing more harm than good, which was evident by my student’s lack of progress by the end of the year. At the time, I didn’t understand the importance of a strong, frequently revised Tier 1 curriculum, differentiated for all learners, and the importance of using interventions as supplemental instruction for struggling learners.
As busy educators, it’s hard to find time to read, let alone sift through the thousands of different resources available, to get the most out of the reading time we do have. At Branching Minds, we try to stay as current as possible with the literature and best practices in the field, so you don’t have to. We compiled a list of what we believe to be the most useful books for your MTSS practice. What’s even better: all of these books are relatively quick to read, include many case studies or real-life examples, and are easily broken down by chapter. If you can’t read a whole book at once, narrowing it down to one component can be easily done with these resources. We love these books and hope you find one in the list below that will be helpful to you.
For reference to key MTSS terms, check out this blog: Demystifying the MTSS Mystery.
Long before the pandemic shuttered our nation’s schools in mid-March 2020, many districts across the country had been working to transition to MTSS (Multi-Tiered Student Support System). Schools started to let go of traditional models to evaluate students for special education and instead began moving towards a Whole Child approach to consider the needs of all students. Many chose to transition to MTSS because it uses a multi-tiered support foundation that wraps around a school’s entire student body and uses data-driven problem-solving to address academic and non-academic (attendance, social-emotional, etc.) needs. Schools and districts making this shift found that they improved education for all students, gained efficiencies, and prevented students from “slipping through the cracks.”
The Multi-Tiered System of Support (MTSS) framework has engaged educators in using data-driven approaches to support students in gaining the skills they need to succeed in academics. More recently, with the emerging growth of social and emotional learning (SEL) coming into focus, schools and districts are aiming to incorporate SEL in the same context to prepare students for lifelong success.
Anyone who works in education knows that teachers, administrators, and other school staff love to use acronyms. But for those new to teaching (as well as parents/guardians/community members), it can be challenging to keep up with the vast amount of different terms. This is especially true in the world of behavior and social-emotional learning, as acronyms sometimes get thrown around without much description or context. Educators need to understand what each acronym stands for and what components it should include to set up effective behavior plans within MTSS.
Below, we outline the most commonly used acronyms when addressing student behavior within an MTSS framework, break down what they mean, and how to use them effectively.
A few months ago, Branching Minds did a deep dive into our 5 Most Common MTSS Reading Programs Used in 2020. Many of these programs have associated writing supports embedded into their platforms, but these primarily target reading intervention.
When creating a comprehensive MTSS support or intervention plan, it’s important to note that literacy interventions need to incorporate both reading and writing. Reading skills help develop a student’s ability to comprehend ideas communicated by another writer, while the act of writing allows a student to develop and communicate his/her own thoughts. While these are two very different skills they each impact the growth of the other, and intervention plans will need to account for both reading and writing support.
Winning the MTSS Tug-Of-War -- How to Create Infrastructural Alignment for MTSS
There is a universal truth when starting any sort of new project, vision, implementation, or system change: a disruption and reallocation of time and resources must be addressed. With the addition of a new goal, there will be a back and forth battle as finite (time, staffing, money) resources are reassigned. To minimize or alleviate the exhaustion that accompanies the tug-of-war, alignment should be the goal of every leader.