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7 Key Questions to Inform Tier 3 within RTI-MTSS

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7 Key Questions to Inform Tier 3 within RTI-MTSS

 

  1. Which students are most at-risk…likely to have a significant deficits in the foundational skills of literacy numeracy, & behavior?
  2. Why is a student significantly at-risk? What are the causes & most immediate area of need?
  3. What support will most intensively & specifically target this area of need?
  4. When will the intensive (30 minute…Tier 3) support be provided? (What will students not do?)
  5. Which staff is available, & has received the professional development, to provide these supports?
  6. What specific resources &/or programs will be used to meet students’ specific needs?
  7. How will we frequently monitor student response to this support & make necessary adjustments?

 

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.