Amanda Ironside, director of the MTSS Center for FIRST Educational Resources, discussed the importance of Tier 1 interventions in MTSS frameworks during a recent technology and Learning webinar.
The webinar was hosted by Dr. Kecia Ray and was the second part of a two-part series on MTSS interventions sponsored by oto. Here is the first part: Creating a Data-Driven MTSS Framework for Student Achievement.
Watch the full webinar here.
Key takeaways
What are level 1 supports?
He added that it is typically the most important component of an MTSS framework. “It includes instructional practices that are research-based and have been shown to benefit and strengthen the growth and achievement of our students, regardless of their level of preparation,” she said.
Level 1 instruction needs an 80 percent success rate
Research shows that, typically, for MTSS frameworks to be successful, 80% of students should meet their grade level standards and expectations with Tier 1 instruction alone, without additional interventions or extensions, he said. Ironside.
He then asked attendees to think about their district right now. “Could you say with confidence that about 80% of your students are at that grade level?” she said. “If you find that percentage is lower, that’s when we really have to look at our Tier 1 instruction. We have to look at how we’re going to strengthen that Tier 1 instruction. Because without high-quality, evidence-based Tier One instruction, the levels 2 and 3 will not be as effective.”
Use what works in levels 2 and 3 in level 1
One way to strengthen Tier 1 instruction is to borrow some of the smart teaching strategies from other tiers. “Some of the things we use in Tiers 2 and 3 for strategies, like small group instruction, supports and intensive supports, should also be in Tier 1; it’s still good instruction,” Ironside said. “And just because I’m doing a small group during my Tier 1 core instruction time, it doesn’t mean I’m going to move on to a Tier 2 intervention.”
Use data to guide you
Data can inform how to update and implement new Tier 1 teaching strategies on a class-by-class and broader district level. Ironside said teachers should look at their class data by unit and see which students need individual attention. “You’re looking at ‘Okay, these are the concepts my entire class understands, but now here are a couple where I notice some groups of students that I may need to reteach in small groups during my core instruction.’ ”
The principle is the same for district leaders who should use data to answer questions like: Which buildings should we focus efforts on for this particular topic area? Or where do we need to put resources to strengthen the instruction and achievement that is happening?
On the opposite end of the spectrum, Ironside said district leaders should look at where student achievement is high and what certain schools within each district are doing that should be emulated.
Making clear the importance of evaluations
Getting good data requires assessment, but many teachers and other school stakeholders have a negative view of assessment. To get teachers and students to accept assessments, it is necessary to communicate the purpose of that assessment.
“As a district, as a building, we have to make sure that the reason we’re doing these assessments is clear,” Ironside said. “We have to make sure that if we are evaluating, we are using what we are learning, otherwise the negativity towards the evaluation is correct, because if we are not doing anything with the data, why are we giving the evaluation?” ?”
