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Using Multi-Tiered Systems of Support to Advance Educational Equity

Using Multi-Tiered Systems of Support to Advance Educational Equity
May 2013
Kitty Chen, James Kigamwa, Erin Macey, Jada Phelps, Marsha Simon, Seena Skelton, and Kathleen King Thorius

This edition of the Equity Dispatch states that tiered systems of support create opportunities for all stakeholders to think and act strategically to ensure that all students are educated. To promote equity when using these types of systems, it is essential that tier one instruction is culturally responsive, universally designed, and rigorous. Tiered systems of support should also integrate ample opportunities to learn for all students. At tiers two and three, students’ responses should be carefully evaluated alongside considerations about the nature of the classroom instruction and the interventions themselves. Finally, families should be central throughout the process, with explicit effort by administrators, teachers, and staff to ensure their full participation. When these features are in place, tiered systems can truly serve the goal of supporting all students.

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