MTSS（Multi-Tier System of Supports）多层级学习支持体系，是深圳诺德安达双语学校核心的教学体系。新生入学的第一周会进行诊断性评估，班主任及学科老师便会根据测评情况，给学生安排不同层级的支持与帮助，这便是MTSS的开始。

学生所在的层级不以分数来划分，而是根据学科的薄弱环节进行分层，有利于学科老师进行针对性的个性化辅导。MTSS不仅用于学习有待提升的学生，也用于学科领域表现优异的学生提供相关支持。任何将学生置于不同的支持级别的决定都将经过学术团队的仔细评估和考量。

例如，如果一个学生的文学知识、记叙文写作都过关，但唯独文言文基础薄弱，那他可能就要在第三层级上接受文言文基础知识补习；而如果一个学生几何数学学得非常好，但在代数这关却怎么也过不去，那他很有可能就会在第二层级上得到小组辅导支持。

那么，MTSS是分为哪几层呢？

1、Tier 1 第一级，正常跟班学习。在Tier 1的学生基础相对扎实，学习习惯好，上课只要认真听讲完成作业，基本可以自主安排好学习。

2、Tier 2 第二级，小组学习。小组学习通常以年级为单位进行，人数10人左右，帮助对学科知识点掌握还不够全面的学生进行重点提升。

3、Tier 3 第三级，一对一或者一对二学习。老师会利用每周两个大课间以及课外课的时间，帮助基础薄弱的学生，让学生们尽快达到平均水平。

MTSS在深圳诺德安达已经开展了第三年了，从最初的只作用于语数英三门主学科，到现在普及到所有学科，离不开教学团队的坚持与不断提升。在上周刚结束的形成性评估中，以8年级语文学科为例，我们Tier 2的学生从14人降到8人，Tier 3 的学生从4人降到1人，效果十分显著，期待孩子们在结果性评估的表现！

对于外籍学生而言，中文是个一门很难突破的学科。我们学校有刚从加拿大回来的H同学，已经4年没有学习过语文，中文基础约等于0，妈妈也一筹莫展。经过了半个学期的Tier 3学习，从最基础的每天抄词汇，写作文用拼音来写，到这次形成性评估超过了及格线，不仅学生跟老师都非常兴奋，妈妈也很动容：“他现在每个字回去都自己写个十几二十遍，生怕写错了丢分。这次评估他每天晚上复习了两三个小时，突然觉得孩子长大了，由衷感谢老师”。

不只是外籍孩子，在深圳诺德安达，有一部分群体的港籍学生，同样通过MTSS，完成了从繁体字到简体字的适应与过渡。

MTSS对学生的帮助不只是提高分数，还有心理层面的激励。我们有一位E同学，这个学期比较自卑，因为以往她可以靠着小学积累的基础获得一个较高的分数，但这学期发现新学的知识很多都不会，特别是课堂小测有一次只拿了30几分，巨大的压力让她陷入一个自我怀疑的旋涡里面，那些日子天天在课堂上都会哭。老师在辅导的时候了解到她的这层心理问题后，除了学业支持，一直给她疏导与鼓舞。E同学逐渐沉下心来，意识到自己的障碍所在，调整状态倍加努力，不想辜负老师。功夫不负有心人，这次形成性评估中，她战胜了自己，取得了很大进步。

MTSS的故事还有很多，我们也会关心老师的工作量以及工作时长，然而老师们给了我一个别样的答案：其实我们并不是为了完成教学任务而做MTSS，而是希望学生们能了解自己的学习情况，主动向老师寻求帮助。学习提升的方式有很多种，而学习要讲对自我负责，做到问心无愧。

如果您对我们的教育理念及方式感兴趣，欢迎扫描下方图片二维码，预约我们的开放日。11月21日，我们在学校等您。

MTSS (Multi-Tier System of Supports) is the core teaching system of NASSZ. New students will undergo an assessment during the first week of school. Our  homeroom and subject teachers will arrange different levels of support and assistance for the students according to the assessment situation. This is the beginning of MTSS. 

The levels of students are not divided by scores, but are stratified according to the weak links of the subject, which is conducive to subject teachers to provide targeted and personalized guidance. MTSS is not only used for students who need to be promoted in their studies, but also used to provide relevant support for students who have performed well in the subject area. Any decision to place students at different levels of support will be carefully evaluated and considered by the academic team. 

For example, if a student learns geometry very well, but is bad at algebra, he will probably get support from group learning at the second level. So, what are the layers of MTSS?

1、Tier 1, Differentiation. Students at Tier 1 have a relatively solid foundation and good study habits. As long as they listen carefully and complete their homework in class, they can basically arrange their own learning. 

2、Tier 2, Small Group Learning. Group learning is usually carried out on a grade-level basis, with a number of about 10 people, to help students who have not fully grasped the subject knowledge points to make key improvements. 

3、Tier 3, One-on-One (or 2). Teachers will use the two large breaks and extracurricular classes to provide tutoring to students with weak foundations, so that students can reach the average level as soon as possible.

MTSS has been in operation in NASSZ for the third year. From its initial role to the three main subjects of language, it has now spread to all subjects. It is inseparable from the persistence and continuous improvement of the academic team. In the formative assessment that just ended last week, taking Chinese subject in G8 as an example, our Tier 2 students have dropped from 14 to 8 students, and Tier 3 students have dropped from 4 to 1 students. The progress has been continuing, and we’re looking forward to the children’s performance in the result evaluation!

For foreign students, Chinese is a difficult subject to break through. Our school has a student called H, who has just returned from Canada. He has not studied Chinese for 4 years. His Chinese foundation is about 0, which makes her mom very anxious. After half a semester of Tier 3 study, from the most basic daily vocabulary copying and writing in Pinyin, to the formative assessment that exceeded the pass line, not only he and his teachers were very excited, but his mother was also very moved:" Now he writes every word ten or twenty times when he goes back, for fear of losing points. This time he reviews for two or three hours every night in this assessment, I suddenly feel that my baby child has grown up, and sincerely thank the teachers."

Not only foreign students, but a group of HK students in NASSZ also completed the adaptation and transition from traditional characters to simplified characters through MTSS.

MTSS helps students not only improve their scores, but also provide psychological incentives. We have a student called E, who is relatively inferior this semester, because in the past she could get a higher score with the foundation accumulated in primary school, but this semester found that a lot of new knowledge is not available, especially when she just got 30 scores in a test. The tremendous pressure made her fall into a vortex of self-doubt, and she would cry every day in class. After the teacher learned of her psychological problems during counseling, in addition to academic counseling, she has been counseling and encouraging. E gradually settled down, realized her obstacles, she adjusted and even worked harder, not wanting to disappoint her teacher. The effort paid off. In this formative assessment, she defeated herself and got the first place in the class.

There are many stories about MTSS. We will also care about the workload and working hours of teachers. However, the teachers gave me a different answer: In fact, we do not do MTSS to complete the teaching task, but hope that our students will understand to take the initiative to seek help from the teachers for your own learning situation. There are many ways to learn to improve, and learning must be self-responsible and have a clear conscience. 

If you are interested in our educational philosophy and methods, please scan the QR code of the picture below to make an appointment for our open day on November 21st, see you at NAS Shenzhen.