Tiered Instruction And Support Programs Are Often Implemented On A Sch
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.
- A 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.
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Tiered Instruction And Support Programs Are Often Implemented On A Sch
Tiered Instruction And Support Programs Are Often Implemented On A Sch
Response to Intervention (RTI) and Multi-tiered Systems of Support (MTSS) serve as comprehensive frameworks designed to meet the diverse academic and behavioral needs of students within a school setting. These models emphasize a multi-layered approach, where instruction and support are systematically differentiated to optimize student outcomes. RTI and MTSS are mandated by federal laws aimed at ensuring that all students, including those at risk of learning difficulties, receive appropriate support before considering special education referrals. These systems prioritize early identification, continuous progress monitoring, and data-driven decision making to effectively support student learning (Fuchs & Fuchs, 2006).
RTI and MTSS are structured around three tiers of support. The first tier involves universal instruction accessible to all students, emphasizing core curriculum and differentiated teaching strategies to promote engagement and prevent learning failure. The second tier provides targeted interventions for students who do not adequately respond to core instruction, often involving small-group instruction or supplemental programs. The third tier consists of intensive interventions tailored for students exhibiting significant struggles, typically requiring individualized plans and interventions that are more frequent and specialized (Good & Nelson, 2016).
The role of the child study team in RTI and MTSS implementation is critical. These collaborative teams—comprising teachers, specialists, administration, and other support staff—conduct data analysis, facilitate interventions, monitor student progress, and make decisions regarding instructional adjustments or referrals. They ensure that interventions are grounded in data, that progress monitoring is systematic, and that students receive appropriate supports efficiently (Sugai & Simonsen, 2012).
Data collection in RTI involves multiple types of information, including formal assessments (e.g.,
benchmark tests), progress monitoring data (e.g., curriculum-based measurements), observation notes, attendance records, and behavioral reports. Collecting and analyzing this data helps to identify patterns, inform targeted interventions, and measure student response over time. For example, tracking changes in reading fluency scores or math computation accuracy provides evidence of growth or the need for instructional adjustments (Deno, 2003).
Student placement within RTI tiers depends on factors such as the student's response to previous interventions, the severity of their academic or behavioral difficulties, and their overall responsiveness to instruction. For example, a student who continues to struggle with reading despite targeted small-group interventions might be moved to the intensive third tier. Conversely, a student showing consistent progress under targeted support may remain in the second tier, with ongoing monitoring to determine if further intervention is needed.
The RTI model benefits all students, including those without disabilities, by providing high-quality instruction and early intervention that can prevent significant academic difficulties. It allows teachers to differentiate instruction, adapt teaching strategies, and respond proactively to student needs before considering formal evaluations for special education. This proactive approach reduces over-identification and ensures that children receive appropriate support as early as possible (Horner et al., 2005).
In applying RTI strategies to a hypothetical class profile, five research-based intervention strategies in English language arts and mathematics might include:
Graphic Organizers:
Used to assist students in structuring writing and understanding reading comprehension; justified by research showing improvements in organization and comprehension skills (Darch et al., 2011).
Repeated Reading:
An intervention for improving reading fluency by practicing reading passages multiple times; supported by evidence indicating increases in reading speed and accuracy (Therrien, 2004).
Mastery-Based Homework Assignments:
Tailored tasks that ensure students master specific skills before progressing; justified by mastery learning theory to improve retention and proficiency (Bloom, 1984).
Number Talks:
Short, daily discussions about mathematical strategies to promote mental math and conceptual understanding; supported by research connecting discussion to increased algebraic reasoning (Carpenter et al., 2015).
Self-Monitoring Strategies:
Teaching students to track their own progress, fostering self-regulation and motivation; evidence suggests improved engagement and independence in learning (Schunk & DiBenedetto, 2020).
Data collection for these interventions might include observational notes, formative assessment results (e.g., fluency measures, comprehension checks), and student self-assessments. This data allows educators to evaluate whether students are making adequate progress, thereby justifying continuation, modification, or escalation of interventions. If a student fails to respond despite targeted interventions, data can support referral for formal special education evaluation, ensuring timely and appropriate services (Mellard & Jordan, 2014).
In conclusion, RTI and MTSS are vital frameworks that facilitate effective, equitable, and proactive support for all students. By systematically collecting data, monitoring progress, and adjusting instruction accordingly, educators can enhance student learning outcomes while ensuring that students requiring additional services are identified and supported promptly. These models serve not only as pathways to special education evaluation but also as comprehensive means to improve general education practices, fostering academic success for diverse learners (Bryant et al., 2020).
References
Bloom, B. S. (1984). The master teacher. McGraw-Hill.
Carpenter, T. P., Franke, M. L., Levi, L., & Ansell, E. (2015). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Routledge.
Darch, C., Marder, C., & Power, M. (2011). Using graphic organizers to improve understanding and composition skills. Journal of Learning Disabilities, 44(4), 346–358.
Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184-192.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99.
Good, R., & Nelson, C. (2016). Response to intervention and multi-tiered systems of support: A collection of research-based practices. Journal of Behavioral Interventions, 27(3), 159–175.
Horner, R. H., Heifetz, S. B., & Sugai, G. (2005). Using Functional Assessment Procedures to Guide Behavioral Interventions. Journal of Behavioral Education, 14(3), 183–201.
Mellard, D. F., & Jordan, C. (2014). RTI and the identification of learning disabilities: A comprehensive overview. Journal of Learning Disabilities, 47(3), 213–223.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and self-regulated learning: Theory, research, and practice. Routledge.
Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. PBIS Newsletter, 1(1), 1–4.
