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7 Keys to RTI-MTSS

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7 Keys to RTI-MTSS

  1.  If we can predict it, we can prepare for it. RTI represents our proactive preparation for predictable needs.
  2. Students aren’t in tiers; needs & supports are in tiers. We support students based on their needs, not a label. Staff support students based on the staff members’ availabilities & expertise, not their job title or funding source.
  3. The best intervention is a targeted intervention.
  4. We passionately subscribe to the practice of teach less, learn more. The quantity of content threatens the mastery of critical skills & concepts.
  5. High levels of learning for all are inevitabilities & all means all – if a student will be expected to live a happy & productive adult life without accommodations & modifications (which is the case for 99% of students, including the majority of students with IEPs), then they are in the ALL category. When we identify a student with a significant deficit in foundational skills, must act with a sense of urgency & provide immediate intervention.
  6. All students must have access to all levels of support.
  7. There is no RTI if we cannot measure the extent to which students are responding to instruction & intervention. We must proactively plan for efficient & effective assessments that provide evidence of student progress and of our efficacy. RTI will not fail; evidence, analysis, and adjustments make RTI a self-correcting system.

Instruction & Intervention Systems ensure high levels of learning for all students at all readiness levels through the integration of elements from the most important & impactful initiatives within public education: response to intervention (RTI), multi-tiered systems of support (MTSS), professional learning communities (PLCs), positive behavior interventions & supports (PBIS), universal design for learning (UDL), special education, gifted education, & differentiated instruction. 

Most directly & significantly, Instruction & Intervention Systems build upon RTI, a proactive, coordinated, & systemic approach to providing academic & behavioral supports for all students. Instruction & Intervention Systems are among the most-research-based initiatives with which educators can engage (Bloom, 1968; 1984; Burns & Symington, 2002; Burns, Appleton, & Stehouwer, 2005; Elbaum, Vaughn, Hughes, & Moody, 2000; Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson, et al., 2009a; Gersten, Beckmann, Clarke, Foegen, Marsh, Star, et al., 2009b; Hattie, 2012; Swanson & Sachse-Lee, 2000; VanDerHeyden, Witt, & Gilbertson, 2007).

RTI is a verb, as in, “To what extent are students responding to instruction & intervention? To what extent are students RTI’ing.” To extend the metaphor, RTI is not a noun. There are multiple methods & approaches to designing systems of supports based on the principles & practices of RTI for each & every student. Each school has local, contextual needs that require local, contextual solutions. 

© 2016. Chris Weber Education. Design by Cleverbirds.