Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS)
Tiered instruction and support programs are often implemented on a school or district-wide level. Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) are common programs that provide a framework for assessment, delivery of instruction, provision of supports, and guidelines for referrals for eligibility in special education. The law requires that teams document efforts to support students in general education settings before they can be referred for special education evaluation. Not all students who struggle have a documented disability or meet eligibility requirements. Teachers and staff must address screening and assessment to identify the needs of students and make data-driven decisions regarding delivery of instruction, needed supports, and referrals when necessary for additional supports and services. RTI is a framework that includes general supports for all students, supports that are more specific for at-risk students, and identification of students who need interventions that are more intensive.
Select a grade level “Class Profile” relevant to your field of study and imagine you are the classroom teacher for these students. Review the profile and formulate a small group of students with whom you will implement RTI strategies. Using this group as an example, create a 15-20 slide digital presentation providing an introduction to the RTI for new educators.
Within your presentation, provide:
An overview of RTI and MTSS, including an explanation of the tiers and how these systems can be used to enhance and adapt instruction.
An explanation of the role of the child study team.
A discussion and examples of the types of data collected throughout the RTI process.
An explanation of what factors determine appropriate student placement within the RTI tiers. Refer to your example student group to illustrate specific ideas.
An explanation of how the RTI model can help meet the needs of students without disabilities and as a means of adapting instruction prior to evaluating students for a disability.
Five examples of research-based intervention strategies that you will use with students in your example student group who are struggling in English language, arts, or mathematics. Include justification for each intervention strategy.
Description of the data that would be collected as part of implementing the research-based intervention strategies. Explain how this data could be used to evaluate the effectiveness of the RTI strategies and how this information could be used as justification for testing for possible special education eligibility.
A title slide, reference slide, and presenter's notes.
Support your presentation with a minimum of three scholarly resources.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
RTI for New Educators
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RTI for New Educators
Introduction
Tiered instruction and support programs, such as Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS), are instrumental in promoting student success in schools. These programs offer a comprehensive framework for evaluating students' needs, delivering suitable instruction, and providing essential assistance. The implementation of RTI and MTSS has garnered considerable attention in the field of education due to their efficacy in addressing the diverse requirements of students. As Duffy (2018) asserts, these programs strive to prevent academic failure, promptly identify struggling students, and offer targeted interventions. Riley-Tillman, Burns, and Kilgus (2020) highlight the utilization of data-driven decision-making and multiple tiers of support in RTI and MTSS, enabling personalized instruction tailored to individual students. This presentation will explore the fundamental elements of RTI and MTSS, their role in enhancing instruction, and the significance of data collection in the process.
Overview of RTI and MTSS
RTI (Response to Intervention) and MTSS (Multi-Tiered System of Supports) offer a comprehensive framework to address the academic and behavioral requirements of students. Duffy (2018) states that these systems are specifically designed to prevent academic challenges and implement suitable interventions. The implementation of RTI and MTSS encompasses three levels of support. At Tier 1, general support is provided to all students, including high-quality instruction, universal screenings, and ongoing progress monitoring. In Tier 2, more targeted interventions are offered to at-risk students who require additional assistance beyond Tier 1. These interventions might involve small group instruction, focused interventions, and more frequent progress monitoring. For students who continue to face difficulties, Tier 3 delivers intensive interventions that are tailored to their individual needs. This tier could involve one-on-one instruction, personalized interventions, and more frequent progress monitoring. RTI and MTSS prioritize enhancing and modifying instruction based on students' response to interventions, ensuring that every learner receives the necessary support (Riley-Tillman, Burns, & Kilgus, 2020).
The Role of the Child Study Team
The Child Study Team plays a vital role in the implementation of Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS). As stated by Duffy (2018), this team has the responsibility of coordinating and facilitating the RTI process within the school. Comprising professionals such as teachers, administrators, counsellors, and specialists, the team collaborates to address students' academic and behavioural needs. Their objective is to collect and analyze data, identify students in need of additional support, and make informed decisions about interventions. The team conducts regular meetings to assess student progress, discuss intervention strategies, and adjust support as necessary. Collaboration serves as a fundamental element of the child study team's work, ensuring the involvement of all stakeholders in the decision-making process and the sharing of their expertise to effectively support students (Riley-Tillman, Burns, & Kilgus, 2020)
Data Collection in the RTI Process
The collection of data plays a crucial role in the Response to Intervention (RTI) process, as it allows educators to make well-informed decisions based on reliable information. Kauffman, Badar, and Wiley (2018) emphasize that data-driven decision-making is essential for ensuring targeted and effective interventions and supports. Within the RTI process, multiple types of data are gathered. Universal screenings are conducted to identify students who may be at risk or require additional support, and this screening data is collected. Progress monitoring data is regularly gathered to evaluate students' response to interventions and determine if any adjustments are needed. This data aids in tracking students' growth and informing instructional decisions. Furthermore, comprehensive assessments are used to collect diagnostic data, which provides a deeper understanding of students' strengths and areas for improvement. These various data points offer valuable insights into students' progress and assist educators in tailoring interventions and supports to address their individual needs (Duffy, 2018; Riley-Tillman, Burns, & Kilgus, 2020).
Determining Student Placement within RTI Tiers
When determining student placement within the RTI tiers, multiple factors are taken into account. According to Kauffman, Badar, and Wiley (2018), these factors encompass students' academic performance, response to previous interventions, social-emotional aspects, and input from teachers and other professionals. Academic performance data, including screening and progress monitoring outcomes, aid in identifying students...