ABSTRACT
At the heart of every successful Multi-Tiered Systems of Supports (MTSS) is a focus on improved tier 1 or core instruction before moving to specialized intervention strategies. In tier 1, authors plan for the prevention of deficits before they use interventions. Although every teacher believes that all students can learn, there are some circumstances when a student falls behind quickly, making it difficult to catch. Being engaged in a school environment means that students must have appropriate academic behavior established and be motivated to learn. Probably the most popular tool used to determine high expectations is Bloom's Taxonomy. Data-driven decision-making should begin at the teacher level. There are alternatives when it comes to intervention models with MTSS. Although the schedules throughout this chapter provide options to meet common approaches within MTSS, consider alternatives to meet the academic needs of the students and to utilize the talents within the school. Scheduling is the most important task when initiating an MTSS program.
