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RTI and Multi-Tiered

RTI and MTSS aim to help struggling students through multi-tiered systems of support. At Tier 1, all students receive high-quality classroom instruction. Students who continue to struggle receive more intensive interventions at Tiers 2 and 3. A child study team collects various student data to determine appropriate tier placements and evaluate intervention effectiveness. Educators must adapt instruction and strategies to meet student needs before considering disabilities. Data is used to justify RTI and guide modifications to better serve students. Research-based strategies include phonics, vocabulary building, and specialized small group instruction.

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MUSYOKA KITUKU
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4K views17 pages

RTI and Multi-Tiered

RTI and MTSS aim to help struggling students through multi-tiered systems of support. At Tier 1, all students receive high-quality classroom instruction. Students who continue to struggle receive more intensive interventions at Tiers 2 and 3. A child study team collects various student data to determine appropriate tier placements and evaluate intervention effectiveness. Educators must adapt instruction and strategies to meet student needs before considering disabilities. Data is used to justify RTI and guide modifications to better serve students. Research-based strategies include phonics, vocabulary building, and specialized small group instruction.

Uploaded by

MUSYOKA KITUKU
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
  • RTI and Multi-Tiered Intervention: Title slide introducing the presentation on Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS).
  • Overview of RTI and MTSS: Provides a brief introduction to the benefits and purpose of RTI and MTSS for struggling students.
  • Explanation of the Tiers: Describes the different tiers of intervention, ranging from culturally responsive instruction to special education.
  • The Role of the Child Study Team: Explains the composition and responsibilities of the Child Study Team in supporting struggling students.
  • The Types of Data Collected Throughout The RTI Process: Discusses the data collected at various stages of the RTI process to monitor student progress and inform decisions.
  • Factors Determine Appropriate Student Placement Within the RTI Tiers: Explores factors that influence how students are placed in different RTI tiers.
  • How the RTI Model Can Help Meet the Needs of Students Without Disabilities: Discusses how RTI strategies can be beneficial even for students who do not have disabilities.
  • Means of Adapting Instruction Prior to Evaluating Students for a Disability: Covers strategies for adapting instruction to better meet students' needs before formal disability evaluation.
  • Groupings and Strategies: Provides strategies for grouping students to optimize learning for those with similar reading capabilities.
  • English Language, Arts, or Mathematics Grouping: Examines grouping strategies that address English, arts, and mathematics learning in RTI.
  • Examples of Research-Based Intervention Strategies: Lists effective intervention strategies supported by research for classroom use.
  • Explain How This Data Could Be Used to Evaluate the Effectiveness of the RTI Strategies: Describes methods for using data to assess the success of RTI strategies and justify their use.
  • Research-Based Intervention Strategies: Continues discussion on effective intervention strategies driven by research.
  • Research-Based Intervention Strategies Cont.: Further elaborates on the evidence supporting research-based intervention strategies.
  • Elementary Mathematics Specialists & Teacher Leaders Project: Discusses a project aimed at equipping educators with leadership skills to support mathematics instruction.
  • Special Education Eligibility: Outlines the criteria students must meet to qualify for special education services under IDEA.
  • References: Lists the references and sources cited throughout the presentation.

RTI and Multi-Tiered

Intervention

Student’s Name
Institution Name
Instructor Name
Course Name
Date
Overview of RTI and MTSS
MTSS and RTI benefit struggling readers.
Response to intervention (RTI) gives struggling students
specific, rigorous training.
RTIs assess if students need further reading help. (Pullen, et
al., 2019).
This improves schooling and relieves special-needs programs.
If recognized with learning disabilities earlier, struggling
students might benefit from MTSS/RTI.
Explanation of the tiers
 Tier 1: Culturally Responsive Instruction:
 Tier 2: Intensive Supports
 Tier 3: Teacher Assistance Teams
 Tier 4: Special Education
The Role of the Child Study
Team
 There are four people that make up the Child Study Team.
 Their job is to come up with a plan to help those who are
struggling in either area of study.
 According to the laws of the student's home state, a Pre-
referral Team (PRT) may be convened.
 The educator could want to involve a school-based team.
 Also known as the Child Study Team (CST), School Building
Level Committee, to help the pupil.
The Types of Data Collected
Throughout The RTI Process.

 Preventing students from dropping out of school with a


unified, multi-tiered curriculum and behavioral intervention
program.
 Screening.
 Keeping tabs on the development.
 Knowledge-based training, placement within the tiered
structure, and disability identification (Thomas, et al., 2020).
Factors determine appropriate
student placement within the
RTI tiers.
 The group should analyze how the entire grade fared on the grade-
standardized level's test.
 The group should examine the attendance rates at each performance.
 The group is presently selecting potential Tier 2 intervention students.
 The team's efforts are concentrated on locating Tier 3 kids and developing
strategies for delivering interventions to them (Saloviita, 2020).
 Tier 3 students are often the lowest-achieving students that were
screened into the system.
How the RTI model can help
meet the needs of students
without disabilities
 Even pupils who don't have a handicap may benefit from RTI
methods.
 Students without impairments can benefit from this, as well.
 Students with behavioral issues will also benefit from the RTI
approaches.
 RTI models also provide a data sheet on each student's
learning progress.
 It may be used to spot previously undetected learning
problems.
Means of adapting instruction
prior to evaluating students
for a disability.
 Should modify their methods for working with these kids.
 Make sure the student isn't able to pick up the subject in a
way that's inconsistent with how it's being taught.
 Students need access to several perspectives in order to
effectively address complex issues.
 When a pupil isn't making progress, the teacher should adjust
their method.
Groupings and Strategies
 Divide the group into two smaller groups, each comprised of
pupils with similar reading levels.
 Provide one-on-one assistance to the students.
 Put students in groups with others who have a similar reading
level as them.
 Help the students who may have missed any material by
providing them with extra practice.
English language, arts, or
mathematics grouping

 Branching Minds, an digital platform and national leader in


Multi-Tiered System of Supports (MTSS).
 RTI is helping school districts combat the national literacy
epidemic.
 Reading needs brain reconfiguration.
 Inideal settings, balanced literacy or whole language programs
teach most kids to read.
 They reinforce the improper brain networks, which
disproportionately harm disabled and non-readers.
Examples of research-based
intervention strategies
 The technique of intervening with the entire class.
 Interventions for smaller groups.
 Interventions of a significant nature.
 Methods that have been demonstrated to be effective, like as
phonics, are utilized in classrooms.
 utilizing strategies that have been demonstrated to be
effective. It can also signify individualized or specialized
instruction.
Explain how this data could be used
to evaluate the effectiveness of the
RTI strategies and how this
information could be used as
justification 
 The success of RTI may be gauged by looking at data showing how far
along the various stages of intervention each student is.
 Modifications and adjustments should be made to the RTI techniques in
order to best serve the children.
 Success in all other subjects is strongly correlated with pupils' reading
levels.
 The data acquired might provide support by revealing the extent of each
student's difficulties.
Research-based
intervention strategies
 Intervention is a form of specialized instruction that teachers can deliver
to select students.
 Assist the falling behind pupils to catch up.
 Every student must be able to.
 Attempt seeing the words as objects,
 quickly recall vocabulary,
 associate read words with their meaning,
 arrange vocabulary and sentences based on passages,
 sentence structure,
 and grammar, and read words with an understanding of their meaning and
correct grammatical usage.
Research based
intervention strategies
cont.’
 These evidence-based intervention strategies might be useful
for ELA students.
 The given methods are appropriate for gauging the
development of the students.
 Makes use of the information gathered to make decisions on
the course of action to take.
 Response to Intervention" is a method used by many
educational institutions (RTI).
 With RTI, struggling students are identified, and individualized
lessons are created to help them improve
Elementary Mathematics
Specialists & Teacher Leaders
Project.
 Educators identify struggling readers and use strategies backed
by research to help them improve.
 Findsresources and provides connections to aid students
having difficulty with arithmetic.
 Student who needs extensive support in the language arts.
 Individualswith a variety of learning styles and abilities, such
as those who are learning English as a second language.
 It would appear that aids are a collective whole.
Special Education Eligibility
 The student must meet the criteria for a disability under IDEA.
 It is imperative that the student's incapacity has a significant
and demonstrable impact on his or her capacity to study and
academic success.
 This student need specialized help in order to make adequate
progress in the regular school curriculum.
References
Saloviita, T. (2020). Teacher attitudes towards the inclusion of
students with support needs. Journal of Research in Special
Educational Needs, 20(1), 64-73.
Pullen, P. C., & Kennedy, M. J. (Eds.). (2019). Handbook of
response to intervention and multi-tiered systems of support.
New York: Routledge.
Thomas, E. R., Conoyer, S. J., & Lembke, E. S. (2020).
Districtwide evaluation of RTI implementation: Success,
challenges, and self‐efficacy. Learning Disabilities Research &
Practice, 35(3), 118-125.

RTI and Multi-Tiered Intervention Student’s Name Institution Name Instructor Name Course Name Date
Overview of RTI and MTSS MTSS and RTI benefit struggling readers. Response to intervention (RTI) gives struggling students
Explanation of the tiers Tier 1: Culturally Responsive Instruction: Tier 2: Intensive Supports Tier 3: Teacher Assistance
The Role of the Child Study Team There are four people that make up the Child Study Team. Their job is to come up with a p
The Types of Data Collected Throughout The RTI Process. Preventing students from dropping out of school with a unified, mu
Factors determine appropriate student placement within the RTI tiers. The group should analyze how the entire grade fared
How the RTI model can help meet the needs of students without disabilities Even pupils who don't have a handicap may benef
Means of adapting instruction prior to evaluating students for a disability.  Should modify their methods for working with
Groupings and Strategies Divide the group into two smaller groups, each comprised of pupils with similar reading levels. P
English language, arts, or mathematics grouping Branching Minds, an digital platform and national leader in Multi-Tiered S

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