Response to Intervention (RtI)/MTSS
Sometimes called the “Three-tiered Approach”, sometimes called
“Response to Intervention” (RtI), or MTSS (Multi-Tiered System
of Supports) our model takes into account student strengths and
weaknesses in order to design, implement, and evaluate an individual
instructional plan. That individual instructional plan is designed to help us determine what each
student needs in order to be successful in school. Our plan can be thought of as a
cycle of events. A student may fall anywhere along the cycle at any given time of the
year. Where a student lies in the cycle is determined by data. Sometimes you will hear
our plan referred to as “data-driven”, or “data-based decision making”. This is
because all of the decisions made about a child’s educational plan are based on data
collected during instruction. Parents become a part of the team that meets to interpret
that data and update the individual instructional plan for their child.
“Response to Intervention” (RtI), or MTSS (Multi-Tiered System
of Supports) our model takes into account student strengths and
weaknesses in order to design, implement, and evaluate an individual
instructional plan. That individual instructional plan is designed to help us determine what each
student needs in order to be successful in school. Our plan can be thought of as a
cycle of events. A student may fall anywhere along the cycle at any given time of the
year. Where a student lies in the cycle is determined by data. Sometimes you will hear
our plan referred to as “data-driven”, or “data-based decision making”. This is
because all of the decisions made about a child’s educational plan are based on data
collected during instruction. Parents become a part of the team that meets to interpret
that data and update the individual instructional plan for their child.
Assessment
We use three types of assessments. They are screening, diagnostic, and progress
monitoring. Compare this to a physical checkup at the doctor: blood pressure and
cholesterol checks are screening measures. They inform you and your doctor as to
whether or not you need additional attention. If screening measures indicate a health
risk, the doctor may request further diagnostic measures: an MRI or perhaps blood
work or X-Rays. Once there is a diagnosis and the prescribed treatment is followed, we
return to the doctor for a follow-up visit. Similar to a physical checkup, our school plan
begins with screening all students for indicators of “at risk” areas. If no red flags are
raised, the student continues in regular core classroom instruction (Tier One). If there
are “at risk” indicators, further diagnostics may be conducted in order to determine
targeted instruction.
monitoring. Compare this to a physical checkup at the doctor: blood pressure and
cholesterol checks are screening measures. They inform you and your doctor as to
whether or not you need additional attention. If screening measures indicate a health
risk, the doctor may request further diagnostic measures: an MRI or perhaps blood
work or X-Rays. Once there is a diagnosis and the prescribed treatment is followed, we
return to the doctor for a follow-up visit. Similar to a physical checkup, our school plan
begins with screening all students for indicators of “at risk” areas. If no red flags are
raised, the student continues in regular core classroom instruction (Tier One). If there
are “at risk” indicators, further diagnostics may be conducted in order to determine
targeted instruction.
Monitoring Progress
Targeted instruction is implemented in addition to Tier One—similar
to a vitamin. This additional instruction is referred to as Tier Two.
After 6 to 8 weeks of participation in Tier Two instruction, progress
monitoring is the follow-up visit that informs us as to whether we
should continue what we’ve been doing, or progress to more intensive instruction.
More intensive instruction above and beyond Tiers One and Two constitutes Tier
Three. Group size, amount of time, and opportunities for student response/teacher
feedback are ways to intensify interventions.
to a vitamin. This additional instruction is referred to as Tier Two.
After 6 to 8 weeks of participation in Tier Two instruction, progress
monitoring is the follow-up visit that informs us as to whether we
should continue what we’ve been doing, or progress to more intensive instruction.
More intensive instruction above and beyond Tiers One and Two constitutes Tier
Three. Group size, amount of time, and opportunities for student response/teacher
feedback are ways to intensify interventions.
Instruction
Based on the implications of assessments, an individual instruction plan is developed
for the “at risk” student. Specific goals designed to address the instructional needs
are written and a plan to pursue those goals is developed. Each individual student’s
response to instruction is what drives decisions about quantity, intensity, and duration
of instruction. Learning rate and level of performance are some factors used to
determine the level of services a student requires.
for the “at risk” student. Specific goals designed to address the instructional needs
are written and a plan to pursue those goals is developed. Each individual student’s
response to instruction is what drives decisions about quantity, intensity, and duration
of instruction. Learning rate and level of performance are some factors used to
determine the level of services a student requires.
Special Education Services
Special Education Services may be warranted in cases where the support a student needs requires an
amount of time significantly higher than what a regular education teacher can be expected to provide. If a
student has participated in Tier Two and Three instruction and is not displaying academic growth, teachers
may recommend that student undergo an academic evaluation to help us determine patterns of strengths and
weaknesses and learning styles. A school will never conduct such an evaluation without the parent's
permission. After such an evaluation is completed, teachers have a better idea of the unique learning styles
of the student, as well as how to help the student show what they know. A team meeting will be held with
the staff and parents, and special educators in order to develop a learning plan unique for that student.
amount of time significantly higher than what a regular education teacher can be expected to provide. If a
student has participated in Tier Two and Three instruction and is not displaying academic growth, teachers
may recommend that student undergo an academic evaluation to help us determine patterns of strengths and
weaknesses and learning styles. A school will never conduct such an evaluation without the parent's
permission. After such an evaluation is completed, teachers have a better idea of the unique learning styles
of the student, as well as how to help the student show what they know. A team meeting will be held with
the staff and parents, and special educators in order to develop a learning plan unique for that student.
Some Special Education Terms and Vocabulary
Individualized Education Plan-(IEP)-This is an education plan developed specifically for a child who has been determined to have some sort of learning disability. There are 13 categories under which a student may qualify for Special Education Services: Autism, Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impaired, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment.
Eligibility Determination-After a student goes through an evaluation, the team meets to determine whether or not the student is eligible for special education services. Three essential questions must be answered:
Another scenario: My sister just had her vision checked and her optometrist prescribed prescription lenses. If we were to evaluate her without her glasses, she would be determined to have a disability. Similarly, without her glasses, the disability would adversely affect her educational performance. However, she does not require specialized instruction, because when she's wearing her glasses, she sees as well or better than her peers.
This is a good time to talk about a Section 504-(or commonly referred to as a 504). 504s are useful for students who may have some sort of challenge, but don't require educational modifications, but may require some sort of accommodations. A student who crashed on the ski slopes may require the accommodation of the school elevator in able to navigate the school building (and therefore access the school curriculum), however, that student does not need any modifications to the school curriculum in order to be successful. (see accommodations vs modifications)
Contrary to what many people misunderstand, a student with a Specific Learning Disability has an average IQ. A Learning Disability occurs when there is some sort of unexplained processing disorder where the student of average IQ seems to have "wires crossed" somewhere. The best way I've found to describe this is sort of like when you are trying to describe the mechanical issues your snowmobile was having last weekend, but your brain has frozen, and you just can't think of the name of that part that was not working. It's right on the tip of your tongue, and in 1/2 an hour it will come to you, you can see the little hockey puck shaped piece moving up and down the cylinder, but all you can think of is "pistols". You know you have an average IQ, and it is as frustrating as a low but not dead battery in your TV remote. Specific Learning Disabilities are kind of like this. Only they're more pervasive. Whereas this scenario may happen to you once a month or so, with Learning Disabilities the frustration occurs all across the day. Sometimes the worst part about this is how painfully misunderstood you are, and you begin to feel like you are stupid. This is why it is important to accurately identify these students, and help them understand themselves, their strengths, and helpful strategies. It is also one of our missions at South Elementary to help other students understand these students as well, to help avoid the stigmas that might come with such struggles.
Individualized Education Plan-(IEP)-This is an education plan developed specifically for a child who has been determined to have some sort of learning disability. There are 13 categories under which a student may qualify for Special Education Services: Autism, Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impaired, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment.
Eligibility Determination-After a student goes through an evaluation, the team meets to determine whether or not the student is eligible for special education services. Three essential questions must be answered:
- Is there a disability?
- Does the disability adversely affect the child's educational performance?
- Does the student require specialized instruction?
Another scenario: My sister just had her vision checked and her optometrist prescribed prescription lenses. If we were to evaluate her without her glasses, she would be determined to have a disability. Similarly, without her glasses, the disability would adversely affect her educational performance. However, she does not require specialized instruction, because when she's wearing her glasses, she sees as well or better than her peers.
This is a good time to talk about a Section 504-(or commonly referred to as a 504). 504s are useful for students who may have some sort of challenge, but don't require educational modifications, but may require some sort of accommodations. A student who crashed on the ski slopes may require the accommodation of the school elevator in able to navigate the school building (and therefore access the school curriculum), however, that student does not need any modifications to the school curriculum in order to be successful. (see accommodations vs modifications)
Contrary to what many people misunderstand, a student with a Specific Learning Disability has an average IQ. A Learning Disability occurs when there is some sort of unexplained processing disorder where the student of average IQ seems to have "wires crossed" somewhere. The best way I've found to describe this is sort of like when you are trying to describe the mechanical issues your snowmobile was having last weekend, but your brain has frozen, and you just can't think of the name of that part that was not working. It's right on the tip of your tongue, and in 1/2 an hour it will come to you, you can see the little hockey puck shaped piece moving up and down the cylinder, but all you can think of is "pistols". You know you have an average IQ, and it is as frustrating as a low but not dead battery in your TV remote. Specific Learning Disabilities are kind of like this. Only they're more pervasive. Whereas this scenario may happen to you once a month or so, with Learning Disabilities the frustration occurs all across the day. Sometimes the worst part about this is how painfully misunderstood you are, and you begin to feel like you are stupid. This is why it is important to accurately identify these students, and help them understand themselves, their strengths, and helpful strategies. It is also one of our missions at South Elementary to help other students understand these students as well, to help avoid the stigmas that might come with such struggles.