MTSS/RTI
by Brayden Olson
1. Implementation Consideration
1.1. Improve academic performance and behavior
1.2. Improve instructional quality
1.3. Assist with the identification of learning disabilities and other disabilities
2. Screening
2.1. Purpose- identify students at risk for poor learning outcomes.
2.2. Focus-Identifying students who are learning below grade level
2.3. Tools-CBM
2.4. Time Frame- 3-4 times a year
3. Progress Monitoring
3.1. Purpose- Monitor progress, provide evidence-based interventions
3.2. Focus- Maximize student achievement and reduce behavioral problems
3.3. Tools- CBM
3.4. Time frame- Tier 1: 3-4 times a year tier 2: monthly Tier 3: weekly
4. Preventive Framework
4.1. Adaptive interventions resemble clinical practice in that different dosages of certain prevention or treatment components are assigned to different individuals
4.2. Multi-tiered service delivery involves providing universal and selective prevention services, as well as indicated intervention services.
5. References
5.1. References:
5.2. Brown, J.E., Stanford, A. (2011). RTI for english language learners: appropriately using screening and progress monitoring tools to improve instructional outcomes. National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default/ files/rtiforells.pdf
5.3. “Essential Components of RTI--A Closer Look at Response to Intervention.” (2010). National Center on Response to Intervention. Retrieved from https://rti4success.org/sites/default /files/rtiessentialcomponents_042710.pdf.
5.4. “Multi-Tiered System of Supports (MTSS)” (2020). Iowa Department of Education. Retrieved from https://educateiowa.gov/pk-12/learner-supports/multi-tiered-system-supports-mtss
6. Multi-Level Prevention System
6.1. Tier 1: Universal (80-90%)
6.2. All students in the general education classroom
6.3. Instruction grounded in research and based on the Common Core Standards
6.4. Use Curriculum-Based Measurement (CBM) within a school-wide screening system, monitoring all students’ performance 3-4 times a year
6.4.1. Tier 2: Targeted (10-20%) Students participate in regular classroom, but are also in small groups for intervention Intervention is targeted as needed for the student Use CBM to monitor the performance of the students that need strategic intervention on a monthly basis
6.4.1.1. Tier 3: Intensive (5-10%)
6.4.1.2. Individualized and intensive instruction for students who need it
6.4.1.3. Still in regular classroom for part of the day
6.4.1.4. Use CBM to monitor the performance of the students that need the most intensive intervention on a weekly basis