M4: MTSS Web Scavenger Hunt Assignment Table
ALDRICH-A-SPED854-M4-SCAVENGERHUNT
Instructions: Complete the following table as you conduct your Web scavenger hunt. Upload it to the Assignments
section when you are finished.
Question
1. What do the
acronyms RTI,
PBIS, and MTSS
stand for?
Your Answer
RTI- Response to Intervention
PBIS- Positive Behavioral Interventions and Supports
MTSS- Multi-Tiered System of Support
Link Where You Found Your Answer
http://www.rtinetwork.org/learn/what
https://www.pbis.org/school/rti
Tier 1: Core Instructional Interventions
2. What are Tiers in
RTI/MTSS?
Tier 2: Targeted Group Intervention
http://www.rtinetwork.org/learn/what
Tier 3: Intensive, Individual Interventions
3. What are some
benefits of RTI?
http://www.rtinetwork.org/learn/what
High-quality, scientifically based classroom instruction. All
students receive high-quality, research-based instruction in the
general education classroom.
Ongoing student assessment. Universal screening and progress
monitoring provide information about a students learning rate
and level of achievement, both individually and in comparison
with the peer group. These data are then used when
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
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determining which students need closer monitoring or
intervention. Throughout the RTI process, student progress is
monitored frequently to examine student achievement and
gauge the effectiveness of the curriculum. Decisions made
regarding students instructional needs are based on multiple
data points taken in context over time.
Tiered instruction. A multi-tier approach is used to efficiently
differentiate instruction for all students. The model incorporates
increasing intensities of instruction offering specific, researchbased interventions matched to student needs.
Parent involvement. Schools implementing RTI provide parents
information about their childs progress, the instruction and
interventions used, the staff who are delivering the instruction,
and the academic or behavioral goals for their child.
4. Why is progress
monitoring important
in RTI/MTSS
models?
In the context of an RTI prevention model, progress monitoring
is used to assess student progress or performance in those
areas in which they were identified by universal screening as
being at-risk for failure (e.g., reading, mathematics, social
behavior). It is the method by which teachers or other school
personnel determine if students are benefitting appropriately
from the typical (e.g., grade level, locally determined, etc.)
instructional program, identify students who are not making
adequate progress, and help guide the construction of effective
intervention programs for students who are not profiting from
http://www.rtinetwork.org/learn/what
http://www.rti4success.org/
M4: MTSS Web Scavenger Hunt Assignment Table
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typical instruction (Fuchs & Stecker, 2003). Although progress
monitoring is typically implemented to follow the performance of
individual students who are at risk for learning difficulties, it can
also follow an entire classroom of students (Fuchs & Fuchs,
2006).
Response to Intervention (RTI) and Multi-Tiered System of Support
(MTSS) are frameworks for integrating instruction, evidence-based
interventions, and assessments to meet the academic and behavior
needs of all students. The essential components of MTSS are as
follows: screening, progress monitoring, a multilevel prevention
system, and data-based decision making (National Center on
Response to Intervention, 2010).
5. What role do
evidence-based
interventions play in
RTI/MTSS?
https://www.pbis.org/school/rti
Multi-tiered System of Support (MTSS), formerly known as
RTI grew from efforts to improve identification practices in
special education. Simply put, it is a process of
systematically documenting the performance of students as
evidence of the need for additional services after making
changes in classroom instruction. MTSS promises to change
the way schools support students with learning and behavior
problems by systematically delivering a range of
interventions based on demonstrated levels of need.
MTSS is defined as "the practice of providing high-quality
instruction and interventions matched to student need,
monitoring progress frequently to make decisions about
changes in instruction or goals, and applying child response
data to important educational decisions" (Batsche et al.,
2005). Based on a problem-solving model, the MTSS
approach considers environmental factors as they might
apply to an individual student's difficulty, and provides
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
services/intervention as soon as the student demonstrates a
need. Focused primarily on addressing academic problems,
MTSS has emerged as the new way to think about both
disability identification and early intervention assistance for
the "most vulnerable, academically unresponsive children" in
schools and school districts (Fuchs & Deshler, 2007, p. 131,
emphasis added).
Positive Behavioral Interventions and Supports (PBIS) is
based on a problem-solving model and aims to prevent
inappropriate behavior through teaching and reinforcing
appropriate behaviors (OSEP Technical Assistance Center
on Positive Behavioral Interventions & Supports, 2007).
Positive Behavioral Interventions and Supports (PBIS) is a
process that is consistent with the core principles of MTSS.
PBIS offers a range of interventions that are systematically
applied to students based on their demonstrated level of
need, and addresses the role of the environment as it
applies to development and improvement of behavior
problems.
Both MTSS and PBIS are grounded in differentiated
instruction. Each approach delimits critical factors and
components to be in place at the universal (Tier 1), targeted
group (Tier 2), and individual (Tier 3) levels. Our goal is to
describe the shared (identified in bold) characteristics of
these approaches as a basis for highlighting how best to
meet the needs of children experiencing academic and
social difficulties in school.
Link Where You Found Your Answer
M4: MTSS Web Scavenger Hunt Assignment Table
Question
6. What roles do
special educators
play in RTI/MTSS
models?
Your Answer
How special education fits into a tiered instructional model is
always a question that occurs within RTI models. Different
models have placed special education in different ways within
the process. In some models, Tier 3 is defined as special
education. This level of intensity is typically for children who
have not been responsive to the Tier 2 level of instruction and,
therefore, are considered in need of more individualized
instructional delivery consistent with individualized education
programs (IEPs). Some RTI models contain three tiers of
instructional intensity, as described above, prior to special
education, where special education is viewed as "Tier 4." In
other models, however, special education is not considered a
separate tier. Instead, special education is viewed as a service
delivery model that is integrated within the tier of instruction
matched to the student's skill needs (see Figure 1 below).
When an RTI model is introduced to a school, one must
consider how to fit those already-identified students with IEPs
into the model. Although the large majority of identified students
in these models are placed at Tier 3 (that is why they are
identified as in need of special education), a percentage of
these students may be found to have skill deficits more
consistent with those nonidentified students placed at Tier 2.
The effectiveness of special education for these students would
naturally result in some students having skills that are more
consistent with those in the "some-risk" category than those at
high risk. Of course, identified special education students found
to have skills consistent with students placed into Tier 1 should
be considered for possible declassification. Indeed, RTI offers a
clear mechanism for students to move out of special education
classification based on the data reflecting levels of skill
acquisition. Some individuals may question the difference
between a student at Tier 3 who is not identified and an
identified special education student who is at Tier 3.
Link Where You Found Your Answer
http://www.rtinetwork.org/learn/what
M4: MTSS Web Scavenger Hunt Assignment Table
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The key differences lie in the development of an IEP for the
identified students that will bring multiple accommodations
across many parts of the student's school life, beyond the
instructional process taking place at any level of the tiered
model. In addition, these students are afforded the legal
protections and accountability that are required by law.
7. With whom do
special educators
collaborate when
working under
RTI/MTSS models?
All stakeholders:
Team Leader - starts the meeting, reviews the
purpose of the meeting, facilitates the meeting by
keeping the team focused on each step
Recorder - taking notes, transcribing the teams
responses on flip chart paper, transparency, etc
Timekeeper- monitors the amount of time available
keeps the team aware of time limits by giving
warnings (i.e., 10 minutes left)
Data Specialist- is trained in entering and accessing
data from the SWIS data system
Behavior Specialist- competent with behavioral
principles and assists in analyzing data
Administrator- actively encourages team efforts,
provides planning time, feedback, and support
initiatives
Communications acts as the point person for
communication between the team and staff regarding
PBIS and behavior issues
PBIS Coach- district-level (external) or school-based
(internal) individual that facilitates the team through
the process, becomes the schools main contact
http://www.nasponline.org/resources/factsheets/rtipr
imer.aspx
http://www.rtinetwork.org/learn/what
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
The key players in this collaborative effort are all of those who
have expertise relevant to student learning, including, but not
necessarily limited to:
General education classroom teachers
Special education classroom teachers
Title I and support personnel
Building level/district administrators
Reading specialists/literacy coaches
Speech language pathologists
School psychologists
ESL teachers
State and national agencies
Parents and families
Students
Link Where You Found Your Answer
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
8. Why do special
educators have to
collaborate with
multiple school
personnel in
RTI/MTSS models?
Link Where You Found Your Answer
http://www.rtinetwork.org/learn/what
Modeling
Demonstrates an unwavering resolve to do whatever must be
done to produce the best long-term results and acts with quiet,
calm determination, relying on inspired standards
Sets the standard of building an enduring great organization
and channels ambition into the organization, including
succession planning
Looks in the mirror, not out the window, to apportion
responsibility for poor results and looks out the window, not in
the mirror, to apportion credit for success (Collins, 2001).
The bottom line of modeling is simple. The effective RtI leader
does whatever it takes with character and competence.
Pathfinding
Michael Fullan (2001) suggested that five forces affect school
reform. They are:
Moral purpose
Understanding change
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
Developing relationships
Knowledge building
Coherence making
Aligning
This author suggests that the effective leader can choose to
thrive on the chaos by aligning the school around the following
research-based components:
1.
Teaching to student success
2.
High expectations
3.
Realization of the potential of RtI
4.
Improvement based on data
5.
Validation of curricula based on student success
6.
Effective interventions, implemented with fidelity
Empowering
This author suggests that the effective leader can choose to
thrive on the chaos by aligning the school around the following
Link Where You Found Your Answer
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
research-based components:
1.
Teaching to student success
2.
High expectations
3.
Realization of the potential of RtI
4.
Improvement based on data
5.
Validation of curricula based on student success
6.
Effective interventions, implemented with fidelity
Link Where You Found Your Answer
