MTSS: Multi-Tiered Systems of Support
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Connecting with every single student in a particular classroom environment is essential for teachers at any stage of a child's development. Achieving this in practice, though, especially in a subject area such as music which tends to have larger class sizes, can be quite challenging. For this reason I commit to integrating the principles of MTSS, or Multi-Tiered Systems of Support, into every aspect of my music classrooms, so that every single student can be equipped with the tools they need to succeed.
What is MTSS?
MTSS, also called Response to Intervention in some circles, is a core principle of education which centers around the identification of nuanced levels of support needs within the classroom. The model suggests that some students, labeled Tier 1, receive certain universal learning supports endemic to their baseline participation in class. Other students, who may have additional support needs, are labeled Tier 2 and given small-group supports, or certain individualized accomodations throughout their time in class. Other students, labeled Tier 3, are given strong individualized attention and planning, such as a concrete behavioral intervention plan. It is the goal of the MTSS model to ensure students have the opportunity to succeed whatever their support needs, and to assist in the formation of classrooms as spaces which work for everyone.
My Experiences With the MTSS Model
At Bishop McNamara High School, where I've had the privilege to work throughout my Student Teaching Internship, Multi-Tiered Systems of Support are a part of every class, music included. McNamara helps to ensure every student who elects to take music at the honors level has access to individualized private lessons after school, which are coordinated with the curriculum learned in larger band and orchestra classes to ensure targeted individualized support to students at all levels. These lessons are also available to non-honors students on an optional basis, which is fantastic for connecting students with role models in their neighborhood who can help them succeed in class.
Should students struggle both in class and in their lessons and need additional support, they are moved up to higher System Tiers, where they receive 1-on-1 coaching from music department staff members after school until they can get back on track. I have worked with several students in this way, helping students falling behind in the larger class to meet their academic goals and stay on track for promotion to a more advanced ensemble at the end of the year. It is a rewarding thing, similar to teaching in my own private studio, to have the ability to work with students so closely and individually - to really be able to identify exactly which students aren't where they need to be is incredibly helpful to our efforts as music teachers to keep curriculum accessible.
Data-Driven Practice
Pictured here is a chart cataloguing students' performance on several assignments revolving around musical literacy. These are sorted by date and points achieved, and are used as one of the many tools we use as musical educators to assess student performance and assign Support Tiers as a result. Here you can clearly see which students are falling behind (yellow, orange) and which students are in lower tiers of support (blue, green). By using this data-driven model, it is possible to identify trends over time with these students, and make sure they are extended the support they need.
It is my hope to continue this data-driven practice of dynamic differentiation throughout every aspect of my work as an educator. Seeing through to the core needs of every student is drastically important, regardless of educational setting!
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