Do This in Your School

A sound understanding of MTSS underpins effective student support.  A misreading of MTSS is apparent when there is an adult focus on 'preventative' strategies in Tier 1, rather than on whole-school creating of  ideal conditions for  teaching, learning, behaviour and wellbeing support.  Students who display a high proficiency in one or more of these domains don't do so because they are 'prevented' from doing otherwise: they do so because they have have the requisite skills and intent.  Tier 1 work is founded on acknowledgement that students differ as learners and in social-emotional development, and that  attending to these differences through effective differentiation is the key to improving conditions for all students. Skilled practice includes a recognition of risk factors faced by students and provision of a range of next-step strategies to accommodate student need. 

Make sure a Multi-tiered System of Support in your setting is not dressing-up, disguising or incorrectly claiming to replace a redundant manage and control model and/or a redundant pedagogy. The document below  provides an overview  of a contemporary understanding of a MTSS, followed by an Armidale-specific linking of MTSS with ethical adult practices.