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7 Key Questions to Tier 2 within RTI-MTSS

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7 Key Questions to Tier 2 within RTI-MTSS


  1. What are the most essential learning outcomes from the preceding unit of instruction?
  2. Which students have mastered these outcomes & which students have not? How do we know?
  3. For which outcomes is there evidence of need? Of these, which are most critical?
  4. When can we provide intervention & enrichment during a dedicated buffer (Tier 2) time?
  5. Which staff can provide intervention & enrichment supports during buffer time?
  6. What strategies (& pedagogies) will be used to meet the intervention & enrichment needs of students?
  7. How will we monitor student progress in response to these supports & measure the efficacy of our efforts?

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.