MTSS Reflection

The role I play

Tier III

Tier II

Tier I

Multi-TiereD

Some Students

Few Students

System of Supports

All Students

As a classroom teacher, I engage daily in Tier I and Tier II MTSS interventions to support my students' academic, behavioral, and social-emotional needs. While I have students who require Tier III interventions, I collaborate with other staff members to ensure these supports are implemented effectively. Creating an inclusive and comfortable learning environment is a priority in my classroom. I use a variety of Tier I strategies to foster a sense of community and meet the diverse needs of my students. These strategies include: differentiated instruction; culturally responsive teaching; building relationships; scaffolded learning; purposeful grouping for collaboration; modeling desired behaviors; establishing and reinforcing clear classroom expectations; providing frequent, meaningful feedback; implementing UDL principles; and explicitly teaching SEL strategies, such as self-regulation. For students who need additional support beyond Tier I, I implement Tier II interventions based on informal and formal data collection, including formative assessments. These supports often include: graphic organizers; alternative assessments (e.g., oral responses instead of written); adjusted workload (e.g., reducing the number of questions); recommendations for RTI; student progress discussions in PLCs; extended time on assignments and assessments; and small-group instruction within the classroom. While Tier III interventions require a team-based approach, I ensure that I uphold all accommodations and modifications outlined in students' IEPs and 504 plans. In my classroom, I support Tier III students by implementing behavior intervention plans developed by a BCBA, modifying curriculum as needed, and collaborating with support staff to reinforce interventions. One area for growth in my MTSS practice is incorporating more student choice into lessons while keeping UDL principles in mind. This requires time to curate a variety of options that cater to different learners, but I recognize its value and aim to expand in this area. A strength I take pride in is my consistent modeling of social-emotional skills, executive functioning strategies, and strong academic habits. Through this, I help students develop the skills they need to navigate both their learning and their personal growth successfully.

My role in MTSS

Tier II Supports

Tier II supports provide additional support to some students.

Examples of Interventions

• Small-group instruction
• Alternative assignments
• Reading and writing intervention programs
• Restructured reteaching of concepts

Tier I Supports

Tier I supports are good practice and are available to all students.

Examples of Interventions

• Clear classroom expectations
• Differentiated instruction
• Frequent, actionable feedback
• Culturally responsive teaching

Tier III Supports

Tier III provides a small number of students with intensive targeted support.

Examples of Tier III Interventions

• Individualized Learning Plants and 504's
• Specialized intervention programs
• Modified curriculum
• Alternative learning environments