Multi-tiered Systems of Support (MTSS): Literacy in Focus

Abstract

The results of the Program for International Student Assessment (PISA) revealed that the Philippines is among the lowest-performing countries in Reading, Math, and Science. This result became a wake-up call for the Department of Education to intensify literacy efforts to address this issue. As a consequence, many programs and projects were implemented in the field.  However, despite consistent literacy efforts, the prevalence of struggling readers continues to be a challenge in the education system. To harmonize these interventions and to ensure a systematic approach for literacy development, Cabalawan Elementary School adapted a Multi-Tiered Systems of Support (MTSS) framework to address literacy gaps. This adheres to the principle of giving targeted intervention to learners depending on the kind of support they need. Tier 1 uses a universal intervention or an intervention that is given to all. It includes the activities that are usually done during learning time. Tier 2 is given to those who need moderate support. These are the learners who did not respond positively to Tier 1. The existing Project DALaN (Differentiated Instruction in Literacy and Numeracy) of the school was used as Tier 2. Other division and regional programs were embedded in Tier 2 as a support mechanism. Tier 3 is applied to the learners who require intensive support. They are the learners who did not respond well to Tier 1 and Tier 2. The Academic Recovery and Accessible Learning (ARAL) program was used as Tier 3. In addition, the existing Project BISLIG (Barangay Intervention to Strengthen Learner Involvement and Grit), which includes the barangay in tracking the academically disengaged learners, was also included in Tier 3. To test its effectiveness, the results of the Comprehensive Rapid Literacy Assessment (CRLA) for Key Stage 1 (G1-G3) and the Philippine Informal Reading Inventory (PHIL-IRI) for Key Stage 2 (G4 to G6) were compared. Results revealed that the number of low-emerging learners in KS1 and the frustration level of readers for KS2 significantly decreased. Moreover, the grade-ready and instructional level readers increased substantially. With a p-value of 0.0001 across all reading categories and Key Stages confirm that there is indeed a significant difference in the results after the intervention. Therefore, the MTSS framework is effective in improving the literacy level of the learners.