Planning and implementing MTSS (Multi-Tiered System of Supports) can appear as a monumental task, especially in today’s world, where our teachers’ tasks are exponentially growing. It’s widely accepted that vast numbers of students will struggle this year, and they will need more support than ever before.
Accelerated learning pushes teachers to incorporate grade-level content with students who have spent over a year in an abnormal learning environment. To accomplish this feat, core instruction requires a strong platform built upon support and interventions. The burden of locating these supports and interventions lies on the already burdened shoulders of our teachers.
The Branching Minds team and platform seeks to alleviate that burden, making the road to MTSS smoother and less rocky—so we can all have a bit more time for self-care without compromising student success. The Branching Minds support library comprises thousands of research-based supports and interventions, cutting down the time teachers need to find their own effective resources.
Terminology can be a pesky obstacle, leading to added frustrations when we can’t find what we need. Between “learning supports,” “interventions,” and “accommodations,” it’s easy to get confused as to what resource is needed during the MTSS cycle.
It’s important to note that regardless of the term, these resources all have the same goal— helping all students to achieve academic success. Generally speaking, the use of differentiated support can be applied more broadly to the work you are doing to help a student, such as during Tier 1 core instruction for all students. This fills in learning gaps and facilitates accelerated learning.
Supports become interventions when used in an intensive setting to meet grade-level expectations. Supports become accommodations when they remove a particular barrier a student may have to learn/demonstrate content.
Below, we’ve outlined these definitions more in-depth, as well as when/how they’re typically used. Keep in mind that these definitions are fluid, and many educational resources do not fit into one definition. When it comes to categorizing a resource, you must also account for how and why it is being utilized. The same resource can often be used as a learning support and an intervention, depending on its application and the student’s needs.
Below, we outline 6 Research-Based Writing Interventions for RTI/MTSS. We include various supports, ranging from free strategies to paid programs to address each school and student’s wide variety of needs. These RTI/MTSS Writing Interventions are available in the Branching Minds Library, the most robust library of evidence-based learning supports and interventions across academics, behavior, and SEL.