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RtI/MTSS by Mind Map: RtI/MTSS

1. Multi-Level Prevention System

1.1. Level 1: Whole class

1.1.1. All students taught with research-based methods

1.1.2. All students screened

1.2. Level 2: Small Groups

1.2.1. Struggling students receive more targeted support

1.2.2. Time is scheduled do that students don't miss out on core instruction

1.3. Level 3: Individual Support

1.3.1. Longer sessions

1.3.2. Narrow focus

2. Essential Components

2.1. Multi-level instruction

2.2. Screening

2.3. Progress monitoring

2.4. Data-based decision making

3. Definition

3.1. MTSS is a framework that many schools use to provide targeted support to struggling students.

3.2. MTSS supports academic growth and achievement

3.3. MTSS also supports behavior, social and emotional needs, and absenteeism.

4. Preventive Framework

4.1. Primary

4.1.1. Research-based core curriculum for all students

4.2. Secondary

4.2.1. Evidence-based, small group instruction

4.3. Tertiary

4.3.1. Individualized, intensive instruction

5. Screening

5.1. All students are screened at the beginning of the year to implement early intervention if needed

5.2. Students needing additional support receive further, more in-depth testing

5.3. Assessments given as needed

5.4. Tools must be reliable, valid, and demonstrate diagnostic accuracy for predicting which students will develop learning or behavioral difficulties

6. Progress Monitoring

6.1. Used to assess a students performance over time

6.2. Data are used to determine if a student has responded to instruction at any level of the prevention system

6.3. Assessments conducted at least monthly

6.4. Tools must accurately represent students’ academic development and must be useful for instructional planning and assessing student learning

7. Data-Based Decision Making

7.1. research-based curriculum used in the classroom

7.2. evidence-based interventions used with students needing support

8. Implementation Consideration

8.1. Cultural, linguistic, and socioeconomic consideration

8.2. Instruction should be differentiated, build on existing knowledge, and be language appropriate