MTSS

PBIS Behavior Intervention

MTSS Tier 1 Interventions

MTSS Tier 2 Interventions

MTSS Tier 3 Interventions

Classroom Level (Tier 1) Intervention / Accommodation for Academics 

Interventions

• Reading/Math (any content area) Extra practice on basic skills
• Read aloud to record it or with a partner
• Vocabulary flashcards
• Teach additional content area reading/math skills 
• Pre-teach concepts
• Re-teach concepts
• Math Flashcards Pre-teach concepts
• Brain Breaks

Accommodations

• Use notes on quizzes / tests
• Use graphic organizer for content area reading 
• Provide copies of notes
• Provide guided notes
• Allow oral response for answers
• Extended time for assessment
• Tests / assignments read aloud 
• Have student re-state directions
• Highlighted textbook
• Type instead of write
• Small group instruction
• Assistive technology
• Provide checklists for completing tasks on time
• Use timers
• Colored sliders
• More time to respond to questions
• Rewording questions into easier terms
• Avoiding essay questions 
• Number paragraphs and cue to answers
• Provide students with review outlines
• Card file with definitions or steps for solving math problems, frequently used words
• Have students make visual models of maps, charts, graphs, using playdough, clay or other mediums, write in sand, shaving cream, water, paint

Classroom Level (Tier 1) Intervention / Accommodation / for Students with Behavior Problems or Low Motivation

Interventions

• Pre-teach behavior 
• Re-teach behavior 

Accommodations

• Verbal / Visual Cue System 
• Preferential seating
• Time outs
• Study area 
• Fidget toy
• Ball chair, wiggle seat
• Self-removal pass
• Scheduled / More frequent break

Classroom Level (Tier 2) Intervention / Accommodation for Academics 

Tier 2 interventions as a supplement to Tier 1.

Interventions

• Interventions in which students are provided instruction on missing academic skills 
• Check-In/Check-Out
• Check and Connect 
• Check, Connect, and Expect 
• Classwide Interventions
• Service Learning Programs
• Setting-based Interventions
• Explicit instruction

1. Explanations and demonstrations that are clear and include "think-alouds" ("I do").
2. Step-by-step demonstrations of the instructional target ("we do").
3. Supported practice with immediate instructional feedback until independent mastery is reached ("you do")

Accommodations

• Provide instruction with modeling
• Series of supports or scaffolds
• Check that students are doing the activity correctly
• Have students demonstrate what they are doing
• Have students repeat instructions
• Provide corrective feedback to individual students
• Provide multiple examples
• Remediate skill deficits
• Pre-teach and review skills for Tier 1 lessons
• Provide multiple opportunities to practice
• Use visual cues 
• Mentoring

Classroom Level (Tier 2) Intervention / Accommodation / for Students with Behavior Problems or Low Motivation

Tier 2 supports often involve group interventions with ten or more students participating

Interventions

Tier 2 interventions as a supplement to Tier 1. 

• Social skills groups 
• Self-management 
• Academic supports
• Clear Expectations 
• RTI intervention team 
• Implemented by all staff and faculty

Accommodations

Tier 2 interventions as a supplement to Tier 1. 

• Checklist to complete tasks
• Quiet place in class
• Preferential seating
• Give Directions multiple ways
• Peer Assistance or Tutoring
• Individual & Visual Schedules.
• Non-Verbal Cues & Signals.

Classroom Level (Tier 3) Intervention / Accommodation for Academics 

Tier 3 is a supplement to Tier 1 and Tier 2. 

Interventions

Tier 3 interventions as a supplement to Tier 1 and Tier 2.

• Everything listed in Tier 1 and 2.
• Specially Designed Instruction
• Focused on individualized goals, which may or may not be on grade level
• Guided by progress monitoring data
• More intense, often with longer or more frequent sessions
• Reduced group size
• Collaboration With Student's Physician And/Or Mental Health Provider.

Accomodations

Tier 3 interventions as a supplement to Tier 1 and Tier 2.

• Specially Designed Instruction. 

• Research-validated instructional strategies 

• Individual/small group instruction 1:3 daily with increased time ranging from 40-60 minutes. 

• Two options to consider with time:
  • Providing Tier 3 intervention twice a day (e.g., 20 minutes in the morning and 20 minutes in the afternoon)
  • Providing Tier 3 intervention at the same time as Tier 2 intervention
• Individual & Visual Schedules.
• Non-Verbal Cues & Signals.