Strengthening Inclusion Programs through Multi-Tiered Systems of Support
In the evolving landscape of education, ensuring that every student has access to quality learning experiences is paramount. As middle and high school leaders, one of our most significant responsibilities is to champion inclusion, particularly for students with Individualized Education Programs (IEPs). The strength of our inclusion special education program however, is directly related to the strength of our Multi-Tiered Systems of Support (MTSS). Why MTSS? Because the proactive and embedded supports in Tier 1 are what is going to create a safety net for our students with IEPs and other learning differences to make meaningful progress in our Tier 1 curriculum and instruction.
Reframing the MTSS Framework: An Inclusion-Centered Approach
At its core, MTSS is designed to provide targeted support to all students based on their individual needs. Traditional descriptions of the tiers often focus broadly on levels of intervention:
Tier 1: General education for all students, with little to no intervention.
Tier 2: Targeted interventions for students who need more support.
Tier 3: Intensive interventions for students with significant needs.
An inclusion-focused MTSS framework however, reimagines the purpose and function of each tier through the lens of guaranteeing access to grade level content for all. I invite you to consider this reimagination of the MTSS tiers as follows:
Tier 1: Proactive and embedded supports that ensure access to grade level content
Tier 2: Extending opportunity to practice and master grade level content
Tier 3: Filling below grade level skills gaps that are hindering access to grade level content
Tier 1: Ensuring Access to Grade-Level Content
In an inclusion-focused MTSS framework, the purpose of Tier 1 is to guarantee that all students have access to grade-level content. This foundational level of support focuses on high-quality, differentiated instruction in the general education classroom. It is about creating a learning environment where universal design for learning (UDL) principles are applied, and all students, including those with IEPs, can engage with the curriculum meaningfully.
Tier 2: Expanding Opportunities for Mastery
Tier 2 moves beyond merely providing additional support. Its purpose is to expand opportunities for students to master grade-level content by offering additional practice time and scaffolds. This means small group interventions, targeted skill-building sessions, and ongoing assessments to monitor progress. The focus here is not just on identifying who needs help but on providing the precise support necessary for these students to achieve grade-level standards.
Tier 3: Remediating Skill Gaps
Tier 3 is often viewed as the realm of the most intensive interventions. In an inclusion-focused framework, the purpose of Tier 3 is to remediate below-grade-level skill gaps that students need to master in order to access grade-level material. This involves highly personalized instruction and interventions tailored to the unique strengths and needs of each student. The goal is to equip students with the foundational skills they need to engage successfully with the grade-level curriculum, thereby supporting their inclusion in the general education setting.
Strategies to Reframe the Purpose of Each Tier
To shift the perspective of your staff and enhance the effectiveness of your inclusion program through MTSS, consider implementing the following strategies:
Professional Development Workshops:
Focus: Organize workshops that delve into the specific purposes of each tier within an inclusion-focused MTSS framework.
Activity: Conduct role-playing scenarios where teachers experience and address the needs of students at different tiers, highlighting the importance of access, opportunity, and remediation.
Outcome: Teachers will gain a deeper understanding of how their instructional strategies can support students with IEPs at various levels of intervention.
Collaborative Planning Sessions:
Focus: Encourage regular collaborative planning sessions where general and special education teachers co-create lesson plans and interventions.
Activity: Use case studies of students with IEPs to discuss and design tiered supports that ensure access to grade-level content, opportunities for mastery, and remediation of skill gaps.
Outcome: This collaborative approach fosters a shared responsibility for all students and ensures that support strategies are consistent and cohesive.
Data-Informed Instructional Adjustments:
Focus: Promote the use of data to inform and adjust instructional practices at each tier.
Activity: Implement regular data review meetings where teachers analyze student performance data, identify trends, and adjust tiered supports accordingly.
Outcome: Data-driven decisions will help in providing timely and effective interventions, ensuring that each student receives the support they need to succeed.
Inspiring a New Approach
The connection between a robust MTSS framework and a strong inclusion program is undeniable. By reframing the purposes of each tier to focus on access, opportunity, and remediation, we can better support our students with IEPs. This perspective shift is not just about changing how we think but about taking concrete actions to ensure that every student, regardless of their starting point, has the opportunity to succeed.
As school leaders, it is our duty to inspire and guide our staff towards these new actions. Through professional development, collaborative planning, and data-informed instruction, we can build an educational environment where inclusion is not just a goal but a reality for every student. Let us commit to strengthening our MTSS framework, knowing that in doing so, we are paving the way for a more inclusive and equitable educational experience for all.
If you are looking for a partner to help you plan and facilitate the professional learning experiences described above, or you would be interested in having me facilitate these types of PD sessions for your team, let’s connect. This work is too important to wait!
