Improving Outcomes with MTSS for Special Education in NYC
Teaching and caring practices at the special needs’ schools of NYC are based on thoughtfully structured systems that target the core developmental areas and strengthen the weak spots in learning and in the growth of children with physical, cognitive, emotional and/or intellectual needs.
The Multi-Tiered System of Supports (MTSS), as the name suggests, is an inclusive framework that functions on a three-tiered, streamlined approach for the delivery of intensive support and intervention in the special needs’ schools of New York.
MTSS lays down the basic guidelines to address the behavioral, emotional, social and academic needs of special students and empower them to thrive and find success in school and beyond.
Let us discover the various components of the Multi-Tiered System of Supports-
Core Instruction for the Social and Emotional Aspects of Learning
Core instruction is delivered in a common, consistent language in the special needs’ schools of NYC. Activities, lessons and stories form a part of the curriculum for elementary, middle as well as high school students; such interactions allow teachers to inculcate in the students the necessary social and emotional skills.
The instruction can be on an individual or in a group basis, depending on the topic being addressed and the learning needs of the students in class.
Academic goals can be fulfilled in the best manner only when the special child feels emotionally and socially secure. This is the reason why these two aspects of learning are given significant importance in the special needs’ schools of NYC.
Grouping Students into Small Groups Based on some Common Factor
Small groups consisting of a few students are made to effectuate better support. This segregation is done by the teachers and instructors based on a common factor or topic of focus, rather than grades.
These groups are usually focused on the issues faced by students that could be pertaining to their challenges, their anxiety levels, behavioral patterns, family issues like grief, divorce, or other important factors like friendship and shared interests.
Individual Time for Specific Skill Development
This constitutes the last level in the Multi-Tiered System of Supports. One-on-one time with the counsellor, teacher, or instructor within the classroom or outside, like during lunch break allows for a more rounded approach to target the development of skills.
When a student receives such individualized attention, the impact of the teachings/instructions tend to be greater, causing the child to perform better in that private setting.
Once this is achieved, the child will have the confidence to repeat the same action in front of the whole class.
Hence, all the three levels work together to create an integrated system of support for a child with special needs to learn and grow.