Addressing Student Needs through a Multi-tiered Approach

Two schools within the same district provided intervention support for students who were struggling. Both schools have a multi-tiered approach, a structured framework designed to address the diverse needs of their learners. However, their journeys unfolded in remarkably different ways.

The support systems in the first school were highly effective. It enables most students to make significant progress and achieve their goals. Teachers utilized data to inform their instruction, which was particularly evident during small group instruction integrated within the larger classroom environment. The pull-out intervention program was designed to address the specific needs of each student in the intervention. Progress monitoring took place regularly, allowing for adjustments to intervention support whenever students were not advancing as expected.

In contrast, the second school faced significant challenges. Although they had a tiered support system, many students continued to struggle to meet their goals. The core instructional program in Tier 1 was inconsistent; while three teachers were doing an excellent job with strong strategies that helped their students succeed, the rest struggled to understand the program and what their students needed to do. Tier 2 support looked very similar to Tier 1 instruction. In Tier 3 the focus was on reteaching what was missing in Tier 1 instruction. 

If you have a multi-tiered approach to intervention, which of the two schools described aligns more closely with your school's performance? If your situation is more like School Two, it may be time to conduct a root cause analysis (RCA) to identify the underlying issues. This could also involve examining your organizational structure.

Organizational structure is the framework around which a group is organized. There are many parts to a school’s organization from communication, to finance, to personnel, to transportation, etc. For the purposes of RCA for results, organizational structure for learning refers to the way a school is designed to impact student learning and achievement. 

One essential component of an organization's structure is the provision of additional support for students who have gaps in their learning. Some districts and schools utilize the Response to Intervention (RTI) model, a framework that provides three tiers of intervention to help students who are struggling with academics. Alternatively, other districts and schools adopt the Multi-Tiered System of Supports (MTSS) model, which offers a more comprehensive approach that not only addresses academic needs but also incorporates social-emotional support and behavior intervention plans. 

Both programs have 3 Tiers:

• Tier 1: Whole class core instruction, including data-driven differentiated instruction and small group work within Tier 1. 
• Tier 2: For students not making progress in Tier 1, receive additional Tier 2 support. Tier 2 is often referred to as intervention. Tier 2 is a program to specifically address the students’ academic needs. 
• Tier 3: Intensive support for students who have not demonstrated progress with Tier 1 and Tier 2 support. 

The model you select may be influenced by various factors, but what truly matters is having a data-driven structure. The data may come from assessments and/or behavioral/social observations. This structure allows children to advance through a series of instructional tiers, implementing additional intervention support before they experience academic failure. Like so many school-wide approaches, a school can’t successfully implement RTI or MTSS without teams who are committed to what’s best for students.

In the two school examples mentioned, School Two should start by conducting a root cause analysis of their Tier 1 instruction. If Tier 1 instruction is not effective, then additional support in Tier 2 and Tier 3 may not yield the desired results. While a skilled teacher can help students make progress through interventions, without a solid foundation in Tier 1 instruction, achieving their goals will be much more challenging. Refer to my blog on analyzing Tier 1 instruction for additional support in this area: Identifying Classroom Instruction as the Root Cause

When looking at organizational structure as a possible root cause, consider root causes at 3 Tier levels. Here are questions to help you get started with root cause analysis on your organizational structure for a multi-tiered approach.

Tier 1: Whole Class Core Instruction

• Does core instruction include: modeling, scaffolding, student engagement, active learning with hands-on activities, collaborative learning (students work in groups to discuss a topic), technology integration, metacognition (helping students analyze the way how they think and increasing self-awareness), and/or key instructional strategies identified in your school or district?
• Does core instruction differentiate instruction based on data? Data-driven instruction challenges advanced learners while also providing additional support for students who require it. The additional support may be seen in Tier 1 small groups. 

Tier 2: Intervention

• Are tier 2 interventions based on student data with specific learning goals? 
• Academic Intervention: How are struggling students currently provided with academic intervention resources? Small group support/tutoring? Extended time? Other programs?
• For academic intervention resource programs: Do Tier 2 intervention programs look different than what is taught in the homeroom or subject area classroom? If not, why not?
• How many minutes a week do students receive Tier 2 support? Is it a long enough time period to make an impact? For example: 60 minutes a week (three 20-minute sessions or two 30-minute sessions)
• How are you progress monitoring Tier 2 interventions? How do you know it is effective at moving students closer to their goals? 
• Do Tier 2 teachers communicate with the homeroom or subject area teachers? If not, why not?
• Behavioral Intervention (MTSS): How are struggling students currently provided with behavior intervention resources? Is it working? Possible examples: Focused social skills groups, structured mentoring, structured breaks, self-reflection, etc. 

Tier 3 Intervention

 Academic Interventions: 

• Are Tier 3 interventions based on student data with specific learning goals? How do these goals differ from Tier 2?
• Do Tier 3 intervention programs look different than what is taught in Tier 1 and Tier 2? If not, why not? How will Tier 3 support be more intensive?
• How many minutes a week do students receive Tier 3 support? 
• Do tier 3 groups have fewer students?
• How are you progress monitoring Tier 3 interventions?
• Do Tier 2 teachers communicate with the homeroom or subject area teachers? If not, why not?

Behavioral Intervention (MTSS): 

• What is the difference between your Tier 2 and Tier 3 support in reference to meeting behavioral needs? 
• How will Tier 3 support be more intensive? 

If your data shows no progress or has flatlined, the initial step is to implement a multi-tiered support approach. Once this support is established, the next level of Data Steps 2.0 involves analyzing your data for Tier 1, Tier 2, and Tier 3 interventions. If your data reflects positive outcomes and demonstrates impact, take the time to celebrate your success! However, if the data remains stagnant and students are not making progress, refer to the root cause questions mentioned above to assess your program and pinpoint possible solutions for the upcoming semester or year.

Meeting students’ needs requires thoughtful programs that put their well-being and growth first. Providing students with the right support and creating an environment where they can thrive will help them achieve their student goals. The goal is to develop programs that truly serve our students in order for them to reach their full potential. This is only possible if the school community is committed to creating schools that focus on addressing what our students really need.

If you are looking for support analyzing your organizational structure's root causes to address your students’ needs, and identifying your next leadership steps, request a FREE consultation call with me. Fill in the Contact Form Link: https://debradurma.com/contact-us 

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Are you unhappy with your results or feeling overwhelmed by data? If so, contact me for more information on STAR Leadership School-Student Data Solutions Training. This training will guide you through the 4 data steps and give you a blueprint for achieving results. This training is individualized and tailored to your data, your needs, your staff, your students, and your best route to achieve results.