RTII / MtSS
What is RtII / MtSS
RtII (Response to Instruction & Intervention) / MtSS (Multi-tired System of Supports) is an early intervention strategy that allows educators to identify and address academic difficulties prior to student failure. Monitoring student response to a series of increasingly intense intervention tier system assists in providing data that may guide and inform decisions to improve student achievement using research-based interventions matched to the instructional need and level of the student.
Core Characteristics:
Standards aligned instruction: All students receive high quality, research-based instruction in the general education standards aligned system.
Universal screening: All students are screened to determine academic status against grade-level benchmarks.
Shared ownership: All staff (general education teachers, special education teachers, Title I, ESL) assumes an active role in students’ assessment and instruction in the standards aligned system.
Data-Based Decision Making: Student performance data is analyzed to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress.
Progress Monitoring: Continuous monitoring of student performance and use of data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals.
Benchmark and Outcome Assessment: Student progress is assessed periodically throughout the year, and at the end of the year against grade level benchmarks and standards.
Tiered Intervention and Service Delivery System: Some students receive increasing intense levels of targeted scientifically, research-based interventions. Instruction is differentiated to meet learner needs.
How the Tiers are Defined:
RtII (Response to Instruction & Intervention) / MtSS (Multi-tired System of Supports) is an early intervention strategy that allows educators to identify and address academic difficulties prior to student failure. Monitoring student response to a series of increasingly intense intervention tier system assists in providing data that may guide and inform decisions to improve student achievement using research-based interventions matched to the instructional need and level of the student.
Core Characteristics:
Standards aligned instruction: All students receive high quality, research-based instruction in the general education standards aligned system.
Universal screening: All students are screened to determine academic status against grade-level benchmarks.
Shared ownership: All staff (general education teachers, special education teachers, Title I, ESL) assumes an active role in students’ assessment and instruction in the standards aligned system.
Data-Based Decision Making: Student performance data is analyzed to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress.
Progress Monitoring: Continuous monitoring of student performance and use of data to determine intervention effectiveness and drive instructional adjustments, and to identify/measure student progress toward instructional and grade-level goals.
Benchmark and Outcome Assessment: Student progress is assessed periodically throughout the year, and at the end of the year against grade level benchmarks and standards.
Tiered Intervention and Service Delivery System: Some students receive increasing intense levels of targeted scientifically, research-based interventions. Instruction is differentiated to meet learner needs.
How the Tiers are Defined: