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Definition: An instant when an individual with e behavioral or addiction is confronted by a person or group in an attempt to resolve the issue.

An intervention would be the ideal situation for a student that is struggling in class due to a behavioral or learning disability such as ADHD.

Examples:

Extended time

Reduced homework assignments

Preferential seating

5 Evidence-Based MTSS Interventions for High School Students

This website lists several different types of interventions as well as evidence supporting the productivity of each one.

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A strong multi-tiered systems of support (MTSS) empowers educators to use evidence-based practices to meet the social-emotional, behavioral, and academic needs of all students. However, finding evidence-based interventions can be especially challenging for school and district leaders who support high school students.

In fact, a lack of high-quality and engaging programming for secondary school students is a known gap in the broader K-12 education world. Most curricula fail to address the core needs of high school students and instead try to retrofit activities that are designed for younger learners. As a result, many activities can feel inauthentic and miss the mark when it comes to engaging high schoolers.

In this blog, you'll find 5 evidence-based, engaging, developmentally appropriate MTSS interventions for high school students across attendance and climate, ELA, mathematics, behavior, and social-emotional learning.

The interventions have been selected from Playbook , Panorama's professional learning library for K-12 educators.

Districts and schools that partner with Panorama have full access to Playbook , a collection of 500+ strategies, instructional resources, and MTSS interventions across social-emotional learning, academics, and behavior.

Table of Contents
Attendance and Climate: Nudge Letters Behavior: Precorrection ELA: Semantic Mapping Mathematics: Reciprocal Peer Tutoring for Math Social-Emotional Learning: Mental Contrasting with Implementation Intentions Using Evidence-Based Interventions for High School Students: Next Steps for School and District Leaders

Key Takeaways:

1. Identifying Gaps: Recognize the unique challenges of implementing evidence-based interventions for high school students, including the lack of engaging and developmentally appropriate resources. Acknowledge the need for interventions tailored specifically to the needs and preferences of high schoolers.

2. Evidence-Based Practices: Prioritize evidence-based interventions that have been proven effective in addressing the social-emotional, behavioral, and academic needs of high school students. Seek interventions supported by research and consider their feasibility and alignment with district goals.

3. Collaborative Planning: Encourage collaboration among school teams, including teachers, support staff, and administrators, in selecting and implementing interventions. Facilitate discussions to identify the most relevant interventions for high school students and develop a comprehensive intervention menu.

4. Professional Development: Provide professional development opportunities for educators to learn about evidence-based interventions and how to effectively implement them in high school settings. Offer training sessions, workshops, and resources to support educators in applying interventions with fidelity.

5. Data-Driven Decision Making: Emphasize the importance of data-driven decision making in monitoring the effectiveness of interventions and adjusting strategies as needed. Collect and analyze data on student outcomes to evaluate the impact of interventions and inform continuous improvement efforts.

6. Consistent Implementation: Ensure consistent implementation of evidence-based interventions across schools and districts to maximize their impact on student outcomes. Establish clear guidelines, protocols, and expectations for intervention implementation and provide ongoing support and accountability for educators.

Download 20 free evidence-based high school MTSS interventions
5 Evidence-Based Interventions For High School Students

1. Attendance and Climate: Nudge Letters

(Tier 2, Tier 3)

About This Strategy: Nudge Letters is an intervention focused on communicating about a student's absenteeism with families. Nudging is an inexpensive and effective means of reducing chronic absenteeism.

Preparation:

Confirm that current attendance data is accurate.

Determine family members' preferred means of contact. Information about the child's attendance is provided to families through brief postcards, letters, text messages, phone calls, or email.

Decide when and how frequently families will receive information about their student's absences. Follow this policy consistently.

Instructions:

1. At predetermined intervals or thresholds, send families a message indicating the number of days a student has missed school.

2. Include a brief message about the importance of regular school attendance. Provide one way that families can contact the school in response to the message (for example, a phone number or an email address) if so inclined.

2. Behavior: Precorrection
(Tier 2)

About This Strategy: Precorrection is a behavior intervention that can be used to prevent challenging behaviors from occurring. The teacher or support staff member identifies the context in which a problem behavior is likely to occur and then provides prompts and reinforcement for expected social and academic behaviors.
Instructions:
Preparation:

1. Describe the problem behavior and the context (i.e., time, location, activity) that it is likely to occur.

2. Identify the expected behavior, with detailed examples.

3. Adjust the student's environment for success. For instance, you might rearrange the classroom or change the seating chart to increase the likelihood that the student will engage in the expected behavior.

4. Provide opportunities for the student to practice the expected behavior with you ahead of time.

5. Provide strong reinforcement when the student engages in the expected behavior using behavior-specific praise.

3. ELA: Semantic Mapping
(Tier 1, Tier 2)
Preparation:
Instructions:
About This Strategy: Semantic Mapping is a process during which readers create a visual tool to make connections among words in a text. The strategy can provide differentiated instruction for language learners, struggling readers, and other students who benefit from a visual display of connections.

Identify what type of semantic map will be used.

Decide how students will create the map. This may include: drawing their map, using a provided blank map template, or using an online mapping site or app.

Print or download materials accordingly, including additional copies for students who want to create multiple maps during reading. You can access a template here.

Identify any pertinent vocabulary for modeling and practice in a text you will assign for reading.

1. Introduce students to semantic maps by explaining that they are tools to build vocabulary knowledge and make connections among words and ideas.

2. Display and distribute the web organizer that students will be using. Engage students in a discussion about its different components (center box and the boxes radiating from it), their purpose, and instructions for completing the map.

Write a word students will encounter in the upcoming text in the center of the map. Read the word aloud, and provide brief instructions on the word's pronunciation as necessary. Inform students they will work on figuring out the meaning of the word.

Ask students about any synonyms they know of that relate to the word. Then, write the synonyms in the outer boxes of the web.

To dig deeper into the word's meaning, ask a volunteer to help you look up the formal definition. Then, add it to the map.

Use sketches to illustrate the word's meaning or show it in action.

4. Mathematics: Reciprocal Peer Tutoring for Math
(Tier 2)

About This Strategy: Peer Tutoring allows students to become teachers. A student follows teacher-created materials as they explain a math concept to a classmate. Roles reverse between students halfway through the activity so all students act as tutors at some point during the activity.

Preparation:

Prepare teaching materials for tutors to use.

Instructions:

1. Model Peer Tutoring for students.

2. Assign partners and designate who will be the first tutor in each pair.

3. Instruct the tutor to begin using the teaching materials and methods already learned in class to teach the concept to the other student.

4. Designate an amount of time or a location in the teaching materials where students will switch roles.

5. Monitor students and offer guidance as needed.

Preparation:
5. Social-Emotional Learning: Mental Contrasting With Implementation Intentions (MCII)
(Tier 1)

About This Strategy: This self-regulation strategy is focused on helping students overcome academic challenges.

Materials: paper, writing utensils

Instructions:

1. Prompt students to write down an academic concern or challenge on a piece of paper.
Example: I'm worried about my upcoming math test.

2. Ask students to reflect on this concern and brainstorm possible outcomes. Instruct them to write down the best possible outcomes.
Example: I get an A on my test and feel proud.

3. Have students think through potential obstacles to achieving success. They can write these on the paper.
Example: The night before my test, I start to watch TV instead of studying.

4. Instruct students to write an if/then-when statement. This will both help them through the cues that may lead to the obstacle as well as provide a goal-directed response to overcome it.
Example: If I feel like watching TV, then I will breathe deeply and shift back to studying.

Using Evidence-Based Interventions for High School Students: Next Steps for School and District Leaders

Ensuring educators have access to high-quality, evidence-based interventions is central to creating a strong MTSS. Consider incorporating these strategies into your district-wide intervention menu . You can also share these resources with your school teams and consider ways to consistently implement interventions districtwide.
Download 20 free evidence-based high school interventions for your district's MTSS
School leaders can bring these strategies to
PLCs, staff meetings, or MTSS and Student Support team meetings to share with staff and support students at every tier. And teachers and support staff can try these activities in core instruction, with small groups of students, or in individual settings to support the academic, behavioral, and social-emotional growth of every student.

Frequently Asked Questions:

1. How can schools ensure the successful implementation of MTSS interventions in high schools?

School and district leaders can ensure successful implementation by providing comprehensive training and professional development opportunities for educators, fostering a culture of collaboration and data-driven decision-making, allocating adequate resources and support for intervention implementation, monitoring fidelity and progress through data analysis, and fostering ongoing communication and feedback loops between schools and district leadership.

2. How can schools measure the effectiveness of MTSS interventions in high schools?

District leaders can measure effectiveness through various means, including analyzing academic performance data, tracking changes in behavior and attendance patterns, conducting regular progress monitoring assessments, gathering feedback from educators, students, and families, and assessing the alignment of interventions with identified student needs and outcomes. By employing a comprehensive evaluation framework, district leaders can assess the impact of interventions and make data-informed decisions to drive continuous improvement.

3. What resources are available to support schools in implementing evidence-based MTSS interventions in high schools?

School and district leaders can access a variety of resources to support implementation, including professional development opportunities, research-based intervention guides and toolkits, collaboration platforms for sharing best practices and lessons learned, data analysis tools for monitoring progress and fidelity, and support networks such as educational associations and communities of practice. Additionally, partnering with external organizations and experts can provide valuable insights and resources tailored to the unique needs of high school MTSS implementation.

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5 Evidence-Based MTSS Interventions for High School Students

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Get implementation guides for five evidence-based high school interventions from Panorama's MTSS intervention library.

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Differentiation is a wide multiplicity of teaching techniques and lesson revisions that are used to help teach students used by instructors.

Using the method of differentiation would be an ideal situation for a group of students with many different learning styles.

Examples:

Learning stations

Open-Ended projects

Literature circles

20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

This website lists 20 different ideas that are successful ways to use differentiation in the classroom setting while instructing.

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

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Definition: Accommodation is the act of making adjustments or changes to better accommodate an individual or group in a specific situation.

Accommodations are great and can be used in many educational situations such as, a student who has ADHD and may need to use a bounce band to help stay focused.

Examples

Fidget toys for ADHD

Short breaks during lessons

Extended testing time

Accommodations in the Classroom: A Guide to Making Them Real – Inclusive Schools Network

This website lists countless accommodations that are very useful in the classroom setting. They are very in depth and give great detail.

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Savvy and successful school principals certainly understand the value of keeping it real. In a recent training, Stetson and Associates offered a wide array of examples and practical applications. Each recommendation was designed to help teachers interpret how vital accommodations can realistically happen based on the Individual Education Programs (IEPs) of their students.

For many teachers, just the sheer number of accommodations recommended in a student's IEP can be daunting, with so much information to juggle that they don't always have a concrete idea of what these accommodations will actually look like in their classrooms. The following guide breaks down a typical list of middle school accommodations using helpful tools on how to practically implement each one. Many of the listed accommodations are tied with valuable skills all teachers could include in their instructional toolboxes.
Download the Examples of Instructional Accommodations Guide here
Accommodation:Checking for Understanding

Practical Applications

Use group response activities. Checking understanding with a group response means 100% compliance in responding.

Use thumbs-up, thumbs-down or thumbs to the side for an "unsure" response. Make sure students feel comfortable being honest with this method. Start with easy or personal questions such as: "I like Spring Break" or "Today is a rainy day" before moving to instructional content.

Provide whiteboards and markers for students to show understanding, such as solving a problem in math class, or adding to a list of character traits for reading comprehension.

Enlist help from athletic coaches on their best methods to check for understanding with their players. Coaches are often masterful resources.

Use response cards. Teachers ask a question, give a few seconds wait time, then ask students to "show me." Students pinch, point or flip to the correct answer. Examples:

What operation first?

What punctuation goes here?

Which branch of government?

Establish a routine of moving around the classroom as students begin their work. Ask questions such as, "Tell me the directions," or "Tell me the first thing you're going to do in this assignment." Clarify, thank and move on.

Accommodation: Verbal Prompts/Visual Cues to Maintain Focus

Practical Applications

Post learning objectives.

Post a daily agenda and check off items as they are completed.

Visually show "brain breaks" or "device breaks" in an agenda.

Appoint a student to the job of monitoring and checking off the agenda.

Project a visual timer for the entire class. Some students may benefit from the use of a personal timer such as a watch.

Accommodation: Instructions Repeated/Rephrased

Practical Applications

Teachers restate the instructions.

Post a clear visual of the instructions at the front of the classroom while restating the instructions to address both visual and auditory learners.

Accommodation:Use Agenda to Record Assignments

Practical Applications

Remind students throughout the day to complete their agendas. Be consistent to ensure success.

Instruct students to set a timer as a reminder.

Accommodation: Retake Tests/Quizzes for Higher Grade

Practical Applications

Use a variety of methods for retakes.

Consider both written and verbal responses. While monitoring testing in progress, call a student to your desk to ask them to tell you (quietly) what they know about the topic/chapter/unit. Record their verbal responses and consider these when grading their written exams.

Accommodation: Shortened Assignments

Practical Applications

Maintain the integrity of the assignment by carefully reviewing which parts can be deleted.

Make sure all standards of the full assignment are represented in the shortened version.

Accommodation: Extended Time on Assignments and Projects

Practical Applications

Establish school guidelines about what extended time means. There may be different recommendations for specific students, but "reasonable" is the keyword.

Complete required checks on student progress all along the way, especially when extended time is needed for a long-term project or assignment.

Accommodation: Multiplication Table/Calculator

Practical Applications

Understand the grade level standard and lesson objective to determine the use of multiplication tables and calculators as a student accommodation.

Know the difference between an accommodation and a modification.

Accommodation: Bathroom Breaks When Requested

Practical Applications

Monitor bathroom breaks with sensitivity regarding time and frequency.

Follow up with the nurse's office if questions or concerns arise.

Accommodation: Typing for Written Assignments

Practical Applications

Check to see if a device has been assigned to a student to replace paper and pencil.

Look into all available assistive technology options.

Accommodation: Present Examples of Work/Problems to Follow

Practical Applications

Spend time with student completing a task; ask student to complete the next one independently; check for understanding.

Show examples of successfully completed tasks or problems.

Provide rubrics to illustrate accurate completion.

Accommodation: Reminders to Slow Down and Take Time

Practical Applications

Use reminder signals.

Avoid stigma of verbal reminders.

Accommodation: Copy of Notes

Practical Applications

Make copies of class notes available prior to the lesson.

Encourage students to follow along, highlight, circle or underline as the lesson is presented.

Accommodation: Short Breaks

Practical Applications

Define parameters of extra breaks including length.

If a break is needed for behavior, allow the student to do some deep breathing for one to two minutes before resuming work.

If break is needed for focus, use a timer to keep the break short.

If needed for health reasons, ask the student and/or nurse what is needed.

Ensure the student can take a break within the classroom in an unobtrusive way.

Use alternative seating such as stools or standing desks when practical.

Accommodation: Preferential Seating

Practical Applications

Refer to the IEP for specifications on individual seating requirements and purpose.

Examples may include seating at the front of the room for vision limitations or lessening of distraction, or sitting near a door for an easier exit.

Accommodation: Break Down Larger Assignments into Smaller Parts

Practical Applications

Break large assignments into manageable pieces to help organize a student's thinking.

Help students learn how to break down their assignments into more manageable parts on their own, including checking for understanding with their teacher.

Accommodation: Additional Wait Time for Responses

Practical Applications

Develop awareness that wait time can be appropriate for all students, especially for those whose first language isn't English, students with autism, or those with any sort of communication disorder. Some introspective students may also need more time.

Remind teachers that these accommodations need to be intentional and practiced behaviors.

Accommodation: Graphic Organizers

Practical Applications

Use graphic organizers to help students organize their thinking around a concept.

Appeal to non-auditory learners by presenting information visually.

Assess student understanding through the use of graphic organizers such as maps, diagrams and charts.

The next group of accommodations all refer to testing. However, it should be noted that students should be using these same testing accommodations during regular instruction so they are proficient with them.

Testing Accommodation: Separate Setting

Ensure there is a specific designated place in the school for testing that can be monitored.

Testing Accommodation: Open Book/Notes

Be prepared to address the issue of perceived fairness arising if other students see this method in practice.

Testing Accommodation: Read Aloud

Determine what this would look like depending on student needs and requests. For example, some students ask "What word?" while others may need more, "Please read this sentence or paragraph."

Testing Accommodation: Multiplication Table/Calculator

Understand the specifics of the standard and objective being measured in the assessment, as there may be instances where this accommodation moves into the realm of modification.

Testing Accommodation: Text-to-Speech

Specify which text-to-speech technology should be used and on which devices.

Make sure students know how to use the technology and use it regularly in class.

Testing Accommodation: Scribe for Writing

Identify a scribe in each class when needed.

This accommodation is typically for students with physical limitations.

Testing Accommodation: Oral Responses

Ask students individually to come to the teacher's desk to explain verbally (quietly) what they know about the topic/chapter/unit. Record their verbal responses and consider this knowledge when grading their written exams.

Testing Accommodation: Read Aloud (Math)

Designate someone to do the reading. Ensure there is no perceived unfairness or possibility of assisting with answers.

Testing Accommodation: Extended Time

Assess whether the IEP specifically defines the length of the extension for testing.

Understand whether the extension should occur within the classroom or at another location.

Determine how this accommodation will be monitored.

When educators define successful Tier 1 instruction, many just call it "good teaching." It involves teachers knowing their students' knowledge levels and learning characteristics, then using that information to guide their instruction. Many teachers make natural accommodations within their instruction to meet individual student needs. However, extra care and consideration is required when it comes to fulfilling specific IEP requirements. Stetson and Associates has over 30 years of experience in accurately understanding those needs and helping schools meet these challenges head on.

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Accommodations in the Classroom: A Guide to Making Them Real

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Savvy and successful school principals certainly understand the value of keeping it real. In a recent training, Stetson and Associates offered a wide array of examples and practical applications. Each recommendation was designed to help teachers interpret how vital accommodations can realistically happen based on the Individual Education Programs (IEPs)...

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Adaptation is when an individual or species changes or makes an adjustment to better suit or adapt to their environment or surroundings.

In the classroom setting both teachers and students must adapt to different situations and settings. Teachers must adapt to the different learners they are presented with.

Examples

Increased amount of support

Adaptive skill level of assignments

Adapting the curriculum

9 Types of Adaptations | The Intentional IEP

This website lists 9 separate adaptations that are commonly used in a classroom setting with details.

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There are so many different ways to adapt and modify a lesson or activity to make it appropriate for your students. As teachers, we often fall into a rut where we find our favorite adaptations and stick with them. It is fine to have favorites, but it is also important to look at the big ...

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Definition: The act of modifying something or changing something.

As an instructor there are times when modification will come into play. For example, there may be a classroom project that needs modified to accommodate a child with a certain disability.

Examples:

Adjustments to grading criteria

Take home & open book tests

Different material for learning

Modifications for Students with Disabilities

This website has a mass amount of useful information for a student, teacher, and parent. The charts are full of suggested modifications and information.

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Definition: SDI is a specific set of instructions designed for a certain individual by adapting to the specific needs of the individual.

The SDI is a wonderful tool used to make specific changed to help students in need with a disability. This ensures the child with the disability receives schooling that accommodates their disabilities.

Examples:

Closely monitored plans to ensure productivity

Specific to one student

Assessment practices used in general education classrooms

Specially Designed Instruction

This website lists any and all information about SDI's benefits and intentions. Not only does it describe what SDI is it also lists the specific type of individuals that fit best.

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The delivery of specially designed instruction is the core job responsibility of special education teachers.