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MTSS , Popular

42 MTSS Intervention Strategies to Bring Back to Your Support Team

Finding effective, evidence-based intervention strategies is one of the biggest challenges of implementing a Multi-Tiered System of Supports (MTSS).

As educators, we know that no single intervention will work for every student in every situation. The magic happens when we deeply understand the student, select interventions tailored to his or her needs, and try new strategies if the student isn't responding.

Need inspiration for your next MTSS meeting? Here's a (non-exhaustive) list of intervention ideas curated from our school and district partners.

Below the list, we've broken down three of the interventions—giving you the "what," the "why," and real-life examples of how educators are using the strategies to support students.

Targeted Intervention Strategies for Individual Students 

  1. Phone call home
  2. Home visit
  3. Classroom observation
  4. Pre-correction conversation
  5. Preventative problem-solving plan
  6. Student and/or parent meeting with Support Team
  7. Student goal-setting meeting
  8. Review cumulative folder
  9. 2x10 relationship building
  10. Daily homeroom check-in
  11. Enroll in a positive activity
  12. Student self-advocacy email to teachers
  13. Binder or locker organization session
  14. Buddy student
  15. Substance abuse counseling
  16. Weekly academic check-in
  17. Homework club
  18. Before/after school meetings
  19. Lunch group
  20. Positive phone call
  21. Working lunch (make-up work)
  22. Check-in check-out (CICO) plan
  23. Match with a role model/mentor
  24. Small group SEL lessons (social skills)
  25. Peer tutor
  26. Schedule/class change
  27. Behavior contracts
  28. Class passes
  29. Self-monitoring
  30. Talk ticket
  31. Accelerated Reader (Literacy)
  32. Corrective Reading (Literacy)
  33. Fast ForWard (Literacy)
  34. Lexia PowerUp (Literacy)
  35. Reading Horizons Elevate (Literacy)
  36. Wilson Reading (Literacy)
  37. Accelerated Math
  38. ALEKS (Math)
  39. Bridges (Math)
  40. Exact Path (Math)
  41. Voyager Math
  42. Study Island


Deep Dive on Three Strategies

 

2x10 Relationship Building

Description: Spend two minutes for 10 consecutive school days developing a positive relationship with one student. Provide positive attention through encouragement and recognition of the student's strengths and interests.

Goal: To connect with a student and to ensure that the student feels safe coming to you for help.

How an Educator Is Using This Intervention:

"I first came across this strategy and was inspired by the article, “The Two-Minute Relationship Builder” published by ASCD. Originally presented by Grace Dearborn, an educator and consultant, this “Two-By-Ten” approach has worked for me as quick, two-minute conversations that are done consistently over 10 days.

It doesn’t always have to be a formal scheduled meeting with the student. Instead, I try to make an effort to walk around the building, drop in where the student might be, and then engage them in brief conversations to see what they’re up to and ask how they’re doing.

For example, when my student comes in the library in the mornings, I’ll reach out and ask questions like, “How are things going?” and “How have your grades been in this class?” and “Anything I can do to help?”

I will also connect with the student through impromptu interactions in other settings, such as attending their extracurricular events or classroom presentations. This can be just as powerful because you are showing the student that you care about their interests both in school and outside of school. It shows that you are there for them and want to support them."

–Lucy Clerkin, Library Teacher at McDevitt Middle School

 

Phone Call Home

Description: Call the student’s home to share an update with their family. When possible, identify something positive about the student’s behavior or school performance to share with the family member. Leave a message if they don’t answer and encourage them to call you back.

Goal: To engage a student’s family as partners in the student's success. Parents and guardians can play a key role in student progress when provided regular updates and information about their child.

How an Educator Is Using This Intervention: 

"When calling a student’s parent or guardian, I usually follow this conversation template:  

1. Share one positive thing about the student’s behavior or academic performance
2. Share areas of concern about the student, such as recent attendance issues, failing grades, or missing assignments
3. Reiterate why it’s important to address the student’s academic, attendance, behavioral, or social-emotional issues
4. Ask the parent or guardian why the student might be experiencing challenges at school
5. Ask the parent or guardian if there are specific things the school or class could do better
6. Discuss ideas and action steps for working together to get the student back on track  
7. Share more about yourself and your experiences to build trust with the family

Once you’ve established an initial connection with a student’s parents or guardians, you might call or text them on a weekly basis to check-in and share the student’s recent progress. When the student does a good job on a project or shows positive behavior, you could even tell the student that you can’t wait to let his or her family know about it!

These small, consistent interactions create a cycle of positive reinforcement between the student, the family, and their experience with school."

–Nick Freehling, Special Education Teacher at McDevitt Middle School

 

Homework Club

Description: Invite students to complete homework during a designated time outside of school hours.

Goal: To improve academic performance by setting aside time for students to finish homework assignments or make up missed work in a controlled environment.

How an Educator Is Using This Intervention:

"For our school, Homework Club is a 60-minute period after school where students complete their work and have access to educators or other students for extra support.

When inviting the student to attend, consider framing Homework Club as an opportunity to get homework done so that they have more free time to spend at home or in extracurricular activities. This way, the student doesn’t view Homework Club as a punishment or negative consequence.

I do require that students attend Homework Club if I'm noticing that their low grades are due to incomplete classwork or not doing homework. If the student reacts negatively by skipping or refusing to attend Homework Club, consider getting their parents or guardians involved to talk about the consequences of skipping mandatory school events."

–Margaret Simeone, ELA Teacher at McDevitt Middle School

 

Interested in streamlining intervention planning at your school or district? Get in touch with us to learn about Panorama's MTSS tools.

Topic(s): MTSS , Popular

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