By Brayden, Emma, Courtney, and Megan

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1. Multi-Level Prevention System

1.1. Tier 1: Universal (80-90%)

1.2. All students in the general education classroom

1.3. Instruction grounded in research and based on the Common Core Standards

1.4. Use Curriculum-Based Measurement (CBM) within a school-wide screening system, monitoring all students’ performance 3-4 times a year

1.4.1. 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 Tier 3: Intensive (5-10%) Individualized and intensive instruction for students who need it Still in regular classroom for part of the day Use CBM to monitor the performance of the students that need the most intensive intervention on a weekly basis

2. Data-based Decision Making

2.1. Center of a good MTSS/RTI practice

2.2. Essential for screening:progress monitoring, and multi-leveled instruction

2.3. Use data to adjust the intensity of the intervention depending on the students responsiveness

2.4. Use data to inform decisions at the school, grade, or classroom levels

3. Implementation Consideration

3.1. Improve academic performance and behavior

3.2. Improve instructional quality

3.3. Assist with the identification of learning disabilities and other disabilities

4. Screening

4.1. Purpose- identify students at risk for poor learning outcomes.

4.2. Focus-Identifying students who are learning below grade level

4.3. Tools-CBM

4.4. Time Frame- 3-4 times a year

5. Progress Monitoring

5.1. Purpose- Monitor progress, provide evidence-based interventions

5.2. Focus- Maximize student achievement and reduce behavioral problems

5.3. Tools- CBM

5.4. Time frame- Tier 1: 3-4 times a year tier 2: monthly Tier 3: weekly

6. Defining RTI/MTSS

6.1. RTI is a process used by educators to help struggling students with strategic interventions.

6.2. MTSS or Multi-Tiered Systems of Support is a framework of targeted support for struggling students based off of evidence-based instructional strategies.

7. Preventive Framework

7.1. Adaptive interventions resemble clinical practice in that different dosages of certain prevention or treatment components are assigned to different individuals

7.2. Multi-tiered service delivery involves providing universal and selective prevention services, as well as indicated intervention services.

8. Essential Components of RTI/MTSS: Visual

8.1. Model of Prevention that is school-wide and has multiple levels with the goal of preventing school failure

8.2. A universal screening for all students

8.3. Progress Monitoring throughout the year

8.4. Use data collected to guide instruction, to guide movement through the multi-level system, and to guide disability identification

9. References

9.1. References:

9.2. 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 files/rtiforells.pdf

9.3. “Essential Components of RTI--A Closer Look at Response to Intervention.” (2010). National Center on Response to Intervention. Retrieved from /files/rtiessentialcomponents_042710.pdf.

9.4. “Multi-Tiered System of Supports (MTSS)” (2020). Iowa Department of Education. Retrieved from