Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of...

Area of Science:

• Education
• Special Education
• Literacy Instruction

Background:

• A new special education teacher, Christian Scott, is preparing to implement a multitiered system of support (MTSS) framework in his middle school.
• The school utilizes state reading test data to identify students needing additional reading interventions across Tiers 1, 2, and 3.
• Christian's role involves co-teaching for Tier 1, providing Tier 2 reading interventions, and delivering intensive Tier 3 small-group instruction.

Purpose of the Study:

• To explore the practical implementation of MTSS for a special education teacher.
• To address the challenges of planning and delivering differentiated reading instruction across multiple tiers.
• To provide clarity on the distinct roles and instructional approaches for Tiers 1, 2, and 3 within an MTSS framework.

Main Methods:

• The abstract describes a scenario-based introduction to MTSS implementation for a new teacher.
• It highlights the teacher's need for practical guidance on instructional planning and service delivery.
• The narrative sets the stage for future professional development or resource creation.

Main Results:

• The new teacher expressed uncertainty and overwhelm regarding the practical application of MTSS.
• He identified specific questions about differentiating instruction for co-teaching (Tier 1), intervention classes (Tier 2), and small-group instruction (Tier 3).
• A lead teacher offered support, indicating a need for structured guidance.

Conclusions:

• Implementing MTSS requires practical, actionable strategies for special education teachers.
• Clear differentiation between instructional tiers is essential for effective student support.
• Professional development and mentorship are vital for new teachers navigating complex instructional frameworks like MTSS.