Introduction

RTI vs MTSS

Universal Screeners

The purpose of the universal screener is to identify students who are at risk of experiencing academic difficulties or who are in need of intervention. Students will be assessed regularly throughout the year which includes but is not limited to the specified BOY, MOY and EOY assessments.  

Results from the screenings and assessments will provide the following important information:

• Identify students demonstrating appropriate, on grade-level progress (no interventions required)

• Identify students in need of interventions and supports

Progress Monitoring

Progress monitoring is used to assess students’ academic performance, to quantify a student’s rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

In progress monitoring, attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.

Data-Based Decision-Making

Data analysis and decision making occur at all levels of implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about instruction, movement within the tiers, and disability identification (in accordance with state law).

In conclusion

It is important for all stakeholders to understand that MTSS is an instructional and behavioral concept.  Close communication with parents and Campus Intervention Teams (CIT) are driving factors for successful implementation of the MTSS plan. Teachers and administrators should strive for fidelity which include proper and appropriate selection of interventions and supports, as well as the frequency and intensity of implementation. Analysis of data is crucial in progress monitoring and problem identification. The goal of our Mutli-Tiered System of Supports is to identify students who are in need of extra support and/or intervention, develop a plan to address their needs, monitor their progress, and exit them from the program.

Note: This process is a way to help ALL students close academic gaps and address behavioral concerns on an as needed basis. This may, not always, lead to a Special Education referral. Please remember, RtI/PBIS is not required in order to request a Special Education evaluation.