Multi-Tiered Systems of Support (MTSS)

Our Multi-tiered Systems of Support (MTSS) is a framework designed to identify and address the academic, behavioral, attendance, and social-emotional needs of all students through a holistic team approach.

Our vision has six essential elements:

Equitable access and opportunity to a rigorous curriculum
Tiered delivery system with a continuum of supports
Collaborative problem-solving teams
Data-informed decisions with screenings, progress monitoring, and assessments
Evidence-based high-yield practices, instructions, interventions, and supports
Commitment to academics, attendance, behavior, and SEL

MTSS organizes support into three levels, or “tiers,” that build on one another. Every student has access to Tier 1 supports, and students who need more targeted or intensive help receive additional support through Tiers 2 and 3.

Tier 1 supports are designed to meet the needs of the majority of students.
Tier 2 interventions typically support approximately 10–15% of students who require targeted assistance.
Tier 3 interventions are designed for approximately 3–5% of students who require intensive and individualized support.

Progress is monitored at every tier using multiple data sources, including course grades, attendance records, STAR assessments, and Panorama results.

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MTSS at GBS

Tier 1

Tier 1 includes the core instruction, classroom strategies, and schoolwide supports. These universal practices promote academic achievement, social-emotional wellness, and belonging. Examples include high-quality classroom instruction, embedded executive functioning supports, access to the Titan Learning Center (TLC), and schoolwide wellness lessons in P.E.

By consistently implementing Tier 1 instruction and High-Yield Practices, we strive to create a proactive and inclusive learning environment that meets the needs of all students. Universal screening, ongoing data review, and progress monitoring help us identify students who may require additional interventions.

Tier 2

Tier 2 provides more targeted, small-group, or individualized interventions for students who need additional support beyond what is available in the classroom. These interventions are short-term and skill-focused. Examples include Grit Lab On The Go, Guided Study, Attendance Intervention, Student Voice Retreat, Mental Health Counseling Groups, and Math or Reading Coaching.

Tier 3

Tier 3 serves students who need intensive, individualized, or alternative supports coordinated by a team of staff. These supports are often longer-term and focus on root causes of difficulty. Examples include individual counseling, intensive attendance case management, Puentes, ConnectEd, and 1:1 Credit Recovery.

GBS MTSS Interventions

We currently provide students who are identified as needing Tier 2 and 3 supports, and meet criteria in the following areas: executive functioning, attendance, social-emotional counseling, and academic support in math and reading.

Academic Intervention

Our Academic interventions focus on supporting students who are experiencing difficulty in specific subject areas, such as math or reading. These interventions are designed to address skill gaps rather than organization, effort, or behavior, and provide targeted instruction to help students access grade-level coursework with greater confidence and success.

Students who participate in Academic Content interventions often understand classroom expectations but struggle with foundational skills, fluency, or comprehension that interfere with progress in their core classes. The goal of these interventions is to strengthen essential academic skills, increase confidence, and support students in applying strategies within their regular coursework.

Students are identified through academic data, including grades, assessments, and teacher input, and are invited into interventions following scheduled MTSS data reviews. As students demonstrate growth and mastery of skills, they may exit the intervention and continue their progress with core instruction and Tier 1 supports.

Academic Content supports at GBS are delivered through Tier 2 interventions focused on math and reading:

Math Intervention

Targeted coaching to strengthen numeracy skills and problem-solving strategies.
Students may be eligible for Math Intervention if they demonstrate:
- Below-benchmark performance on Pre-ACT Math assessments
- Below-benchmark performance on STAR Math assessments
- Ongoing difficulty mastering foundational math concepts
- Consistent low performance on math assessments or assignments
- Teacher recommendation based on classroom data and observation
- Discussion and recommendation through SST or MTSS review
Math Intervention targets specific skill areas that may include:
- Number sense and computational fluency
- Algebraic reasoning and problem-solving strategies
- Mathematical vocabulary and conceptual understanding
- Application of strategies to classroom assignments and assessments

Reading Intervention

Targeted instruction to improve decoding, fluency, and comprehension skills.
Students may be eligible for Reading Intervention if they demonstrate:
- Below-benchmark performance on STAR Reading assessments
- Difficulty with reading comprehension, fluency, or decoding
- Persistent challenges accessing grade-level texts across classes
- Teacher recommendation based on instructional data and observation
Discussion and recommendation through SST or MTSS review
Reading Intervention targets specific skill areas that may include:
- Reading comprehension strategies
- Vocabulary development and academic language
- Reading fluency and accuracy
- Decoding and word analysis skills
- Application of strategies to content-area reading

GBS ConnectEd Program

GBS Connected is a Tier 3 intervention alternative school model, designed for students who require a highly structured and modified school experience in order to remain enrolled, earn credits, and work toward graduation. The program serves students for whom traditional schedules, expectations, and settings have not resulted in consistent attendance or academic progress.

The purpose of GBS Connected is to re-engage students by reducing barriers, narrowing focus to essential graduation requirements, and increasing adult support and oversight. The program integrates academics, attendance accountability, and social-emotional support to help students make meaningful forward progress toward graduation.

Attendance

GBS strives to reduce our students' chronic absenteeism and truancy rates. Our attendance interventions support students who struggle to consistently attend school or individual classes. After Tier 1 interventions such as parent calls, emails, dean conferences, and/or detentions, these Tier 2 and 3 interventions help identify barriers, strengthen motivation, and rebuild positive attendance habits.

Attendance Intervention (Accountability Level)

Two certified teachers, assigned as Attendance Interventionists, provide targeted support to identified students who need to improve attendance, engagement, and overall academic success by identifying and addressing barriers to consistent school attendance. The interventionist collaborates with students, families, teachers, and student support teams to develop intervention plans, monitor attendance data, and implement strategies that promote a positive school-going culture.

Our Attendance Interventionists build positive relationships with students, monitor attendance patterns, identify concerns early, and provide support and case management in dyads or individualized to encourage school and class attendance.

Student Advocacy ALOP (Focused Level)

In partnership with the Regional Office of Education and the North Cook Intermediate Service Center, the Student Advocacy ALOP Program works on-site at GBS directly with students who have behavioral, SEL, academic, or attendance needs and are not making progress with school-based Tier 2 or 3 interventions.

Advocates maintain a caseload of 25-32 students for 6 months-2 years, on average. They work during the school day/year to support students in a variety of ways, including providing breaks, counseling, instruction in coping skills, academic intervention, and more. Upon referral and acceptance into the program, Advocates create a Student Success Plan (SSP) for each student that drives his/her services received.

Executive Function

Our executive functioning interventions focus on organization, time management, task initiation, and self-advocacy. These interventions help students manage their workload, balance responsibilities, and maintain motivation.

Grit Lab On The Go (GLOTG)

Grit Lab On The Go (GLOTG) provides brief, individualized check-ins in an 8-week cycle that help students stay organized, manage their workload, and maintain accountability for academic progress. The purpose of this intervention is to support students who possess the necessary skills to succeed but require structure, encouragement, and short-term guidance to maintain consistency.

Each week, students meet with a Grit Lab Coach for 10–15 minutes to review grades, identify missing work, set priorities, and create a plan for the week ahead. These check-ins are designed to build independence, not dependence, by helping students strengthen their own executive functioning habits over time.

Students are invited into Grit Lab On The Go when data shows a pattern of incomplete work, declining grades, or organizational difficulty that is not yet severe enough to require a full support class.

Students typically meet the following criteria:

Two or more current grades of C or below (not caused by absences or avoidance)
Documented and insufficient response to Tier 1 supports (teacher outreach, parent contact, resource time)
At least one identified area of challenge in executive functioning, such as organization, time management, or task initiation
Demonstrated willingness to meet and work toward goals

Typical Student Profile OF GLOTG: A student who is capable and motivated but struggles to keep up with deadlines, prioritize tasks, or maintain organization. They may need external accountability to stay on track.

Guided Study

Guided Study class offers structured, daily support for students who require consistent assistance with organization, time management, task initiation, and self-advocacy. This intervention is designed for students whose academic challenges stem from gaps in executive functioning skills rather than misunderstandings of content.

In Guided Study, students participate in a 90-minute support block, in lieu of SRT, focused on learning to manage academic responsibilities, build self-awareness, and develop independent work habits. The ultimate goal is for students to apply these executive functioning skills across all their classes, enabling them to succeed independently. Students who demonstrate strong growth and readiness to self-manage often transition to Grit Lab On The Go for lighter, ongoing accountability once they exit the class.

The Guided Study class is scheduled as a semester-long course during the regular school day. It appears on the student’s schedule as “Guided Study” and is taught by a certified teacher trained in executive functioning coaching.

Class Structure:

Frequency: 2–3 class blocks per week (90 minutes each)
Duration: One full semester
Setting: Small-group environment in the Grit Lab classroom
Format: Combination of structured work time, explicit skill instruction, and individualized coaching

Each week, students engage in activities such as:

Reviewing grades, missing work, and upcoming deadlines
Learning and practicing executive functioning strategies (e.g., breaking down tasks, using planners, self-monitoring progress)
Setting academic and personal goals for the week
Reflecting on habits and identifying growth areas

Students use a digital or paper planner to track tasks and record their weekly goals, which are reviewed by their teacher to ensure accountability and provide support.

Students are placed in the Guided Study Class when data and team discussions indicate a consistent pattern of difficulty managing their workload, meeting deadlines, or staying organized, despite receiving Tier 1 supports.

Students typically meet the following criteria:

Two or more grades of D or F, or four or more missing assignments across at least two classes
Attends at least 80% of classes (absence patterns are not the primary cause of low grades)
Documented and insufficient response to Tier 1 interventions (teacher outreach, Resource support, family contact)
At least two identified executive functioning areas in need of growth (e.g., time management, organization, or task initiation)
Student and family are aware of and supportive of the intervention placement

Social Emotional

Our Social-Emotional Learning (SEL) interventions focus on helping students build skills that strengthen self-awareness, resilience, empathy, and connection to their school community. When students feel they belong and have a sense of purpose, they are better able to engage academically and socially.

SEL interventions at GBS are designed to help students reflect on their identity, develop a growth mindset, and build positive relationships with peers and staff. These supports align closely with Panorama data, which helps the school identify students who report lower levels of belonging, engagement, or self-confidence.

GBS currently offers the following interventions:

SEL introduction and overview (Tier 1) in various PE courses.
Student Voice (Tier 2) – a group-based intervention aimed at fostering belonging and a growth mindset.
Puentes (Tier 3) – a more intensive, individualized intervention for students who need sustained mentorship and coaching.
Mental Health Counseling (Tier 2 and 3) – mental health clinicians facilitate counseling sessions with students who may need social-emotional support due to its impact on their educational progress.
All interventions are built around connection, conversation, empowerment, building coping skills, and social-emotional growth, helping students strengthen confidence, purpose, and emotional well-being.

Contact Us

For more information about MTSS or any of our interventions, please contact:

Aracely Canchola

Associate Principal of Student Support

GBS

Larissa Hanson

Teacher - MTSS Coordinator

GBS