Ch24

Ch24

• 1.
  Chapter 24 Multi-TieredSystem of Supports (MTSS) and Response to Intervention (RTI)
• 2.
  MTSS and RTI • Limitations of standardized tests necessitate alternative approaches to assessment • MTSS – “a coherent continuum of evidence-based, system-wide practices to support a rapid response to academic and behavior needs with frequent data-based monitoring for instructional decision making to empower each student to high standards” (Kansas Department of Education) • RTI – Response to instruction and response to intervention • Both equally important concepts in the RTI model – Somewhat fluid definition and application in schools
• 3.
  MTSS and RTI • General steps in the process 1. Students are provided with “generally effective” instruction by their classroom teachers 2. Their progress in monitored 3. Those who do not respond get something else (or more). Whatever is chosen should be evidence-based 4. Progress is monitored 5. Decisions about resource allocation and entitlement are made 6. Steps 1-4 are repeated until the student receives instruction that allows him or her to reach a desired level of performance
• 4.
  Assumptions in AssessingRTI 1. Effective instruction occurs 2. Instruction occurs as intended 3. The measurement system is adequate to detect changes in student learning a. Reflects the curriculum b. Can be used frequently c. Sensitive to small changes in student performance d. Assesses pupil performance (not just what the teacher does or does not do) 4. There are links between the assessment data and modifications in instruction 5. There are consequences (both positive and negative) that sustain improved student outcomes and continued implementation of the measurement system 6. Assessment of RTI is not setting specific
• 5.
  Dimensions of Assessmentin MTSS and RTI models • Specificity – Compare “Bill is doing fine in reading” to “Bill has mastered short vowel sounds” – Which will most inform instruction? • Frequency – How often is the assessment given?
• 6.
  Important Considerations inMTSS and RTI • Intervention Integrity – Tiered-systems of support are hinged on the integrity with which instruction and interventions are provided to students – Promoting integrity • Specific intervention instructions and effective training • Assess the extent to which the intervention plan is being implemented • Intervention efficacy – Evidence that the intervention has improved outcomes for students of a similar age and grade – What Works Clearinghouse • Response stability – How consistent is the recorded response • Educators should not rely on 1 or 2 observations for inference
• 7.
  Important Considerations inMTSS and RTI • Criteria used to determine students’ response – Adequate level and rate of progress should be determined before interventions are put into place • Frequency of progress monitoring – Continuous versus periodic progress monitoring • Can’t do it versus won’t do it – Interventions for skill deficits will differ from interventions for performance deficits – Should determine “can’t do” or “won’t do” early in the assessment process • What would RTI look like if it were implemented well? – Evidence-based instruction – Progress monitoring • Recall that effective progress monitoring includes modifying instruction! – Continuous problem-solving among teachers – High rate of communication with parents