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One size fits none. Teachers know that’s true for their students, whether they are on, below, or above grade level. And for students who need extra assistance to reach proficiency, there can be even more variation. During the edLeader Panel “Just-in-Time Support vs. Intervention: Why the Distinction Matters in MTSS,” educators and leaders discussed how to build an MTSS system that meets each student where they are and gives staff the support they need.

Students come to the classroom with varied experiences and contexts for the knowledge they’re about to receive. Similarly, educators have varied experience working with students who have proficiency gaps, especially at the secondary level, where not all teachers have the background knowledge to scaffold the lessons. Because of these and other contributing factors, the gaps often widen over time.

The panelists asked attendees to consider the typical image of students needing MTSS. This is often visualized as a pyramid: Tier 1 is the bottom, most populous group, then there are Tier 2 students who need more intense support, and then Tier 3, where special instruction is required. They suggested that instead of this pyramid, educators view student needs on a bell curve.

On the far right side, you have students working above grade level who need support to stay at their accelerated pace; on the left, you have the students who need the most intensive support. Then, in the middle, you have students who need varying levels of support, who are further subdivided as to the level of help needed.

In addition, educators should think about the definitions they use to categorize support. Remediation, intervention, and other responses to skills gaps are often used interchangeably when they are actually different approaches depending on the student’s needs. For instance, the panelists defined remediation as “just-in-time support provided within or closely connected to core instruction to address recent gaps.” Intervention, on the other hand, is “systemic, intensive instruction provided in addition to core instruction to address significant or persistent skill gaps.”

In other words, remediation is like first aid (immediate), while interventions are like physical therapy (going back to the point of difficulty and breakdown and rebuilding core competency skills). By making this differentiation, educators can further think about how to help students who are not at grade level.

Finally, the panelists said that nothing should change the core instruction. Too often, instead of adding supports for students, instructors will teach “Tier 1 light,” which does a disservice to all students. Instead of backtracking the lessons, teachers should have the tools to figure out what they can add to improve student outcomes.

Here are some strategies to create an effective MTSS system:

Have a guide for identifying remediation needs.

In your Tier 1 scope and sequence, have a clear way to identify students who need remediation and strategies for helping students without impacting the level of core teaching. This helps teachers recognize student needs earlier and gives them a clear path for providing support.

Establish criteria for interventions.

Whether for Tier 2 or 3 interventions, students shouldn’t stop getting their core instruction. What they need is designated time to receive the intervention, and the teachers need resources ready to go to help these students. This includes evidence-based resources, connected to the core curriculum, that can help students accelerate their growth toward grade-level proficiency. These interventions should also include a strong instructor-led component. Most importantly, instructors should be able to easily track student progress and the impact of the intervention.

Use data to drive intervention.

Many schools just focus on state assessment data, but student learning gaps can show up in a variety of assessments. Moreover, state assessments typically only show that a student is not proficient; schools need to know why a student isn’t proficient. Diagnostic assessments should happen multiple times during the year, and everyone should understand how to collect and interpret the data.

Add supports for successful remediation and intervention.

In order for MTSS to be successful, the entire school needs to know how the system works and their role. For example, schedulers need to make sure that students have enough consistent time in their schedule so that they are getting the intervention in addition to the core instruction. Teachers and administrators need to communicate the purpose of the interventions to students and their families so that the student gets support at home as well. Also, the staff leading the interventions need to work with the core instruction team to keep the student on target.

Organize across buildings and districts.

Students could need remediation or intervention at any point in their schooling. With a comprehensive system working across the district, students are more likely to receive effective support when they need it.

Whether a student needs remediation or intervention, educators should not think of MTSS as a checklist. It’s a continuous cycle, moving from identification to evaluating the impact. For schools starting their MTSS journey or those looking to build a systematic approach, the panelists suggested starting with the assessment. Figure out what data you’re gathering, where the data gaps are, and what assessments you can add that will give you a more complete picture of each student’s progress.

Learn more about this edWeb broadcast, Just-in-Time Support vs. Intervention: Why the Distinction Matters in MTSS, sponsored by HMH.

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Article by Stacey Pusey, based on this edLeader Panel