In a healthy RTI/MTSS practice, a data-driven approach is not only important for guiding decisions for individual student needs, but it’s also critical for evaluating the quality and impact of the practice at the school and district level. We recommend that school and/or district leadership meet three times a year, following the administration of universal screening assessments, to reflect on and evaluate their practice. The goal of this meeting is to understand the health of school-level RTI/MTSS practice by looking at the percent of students who are adequately being served by the core, the equity of instruction across demographics, and improvement in student outcome measures since the last meeting. These metrics are used to evaluate the quality of practice across tier 1, 2, and 3 levels of support and guide school-level improvement plans.
School districts are increasingly adopting MTSS/RTI intervention management software to help teachers streamline their documentation work and strengthen their student intervention practice. This is largely due to the evolution of the MTSS/RTI software space, which has grown significantly over the past ten years. There are two primary factors responsible for this renaissance: 1) advancements in technology and design have finally made their way into education technology, fostering user experience and engagement that delights rather than dismays teachers; and 2) the culture of intervention has shifted from the compliance-driven Response to Intervention protocol, which often felt like a laborious chore, to the more holistic and school-wide practice of Multi-Tiered System of Supports, which resonates with teachers’ desire to personalize and accelerate learning in equitable ways.
In almost 20 years of experience in education, good intention when it comes to intervention or specifically Response to Intervention (RtI) has never wavered or lacked. As educators, we are passionate about our students and we know that with the “perfect prescript” of support all students can grow. However, at times we may find ourselves settling with our intent as “good enough.” We become overwhelmed with the tasks involved in developing, implementing, and following-up with these support plans. As educators these unmet expectations weigh heavily and too often districts find themselves with well-written plans that lack follow-through. So how can we move beyond “good enough” to become “more than enough” - intervening with fidelity and effectiveness?
As a former special education teacher/case manager and now a special education university supervisor, I have spent many an hour discussing MTSS (Multi-Tier System of Supports). My university students and I have reviewed the countless interventions and supports they are exposed to during their required observations, practicums, and culminating student teaching experiences. After conducting an informal poll with my most recent cohort, I found that many students felt that MTSS has a confusing reputation in the field. Further, I noticed that some students were using the term MTSS interchangeably with terms such as RTI, PBIS, and even pre-referral screening. As a result, I decided to take a moment to clear up what MTSS is, and what it is not.
At Branching Minds, we believe that there are 7 guiding principles of RTI/MTSS:
Invest in your district/school’s Multi Tiered System of Supports now to help students get back on track after COVID-19 forced schools to transition to distance learning, resulting in significant loss of instructional time and quality.
A three-tiered system of service delivery is a necessary structure to efficiently and effectively support all children, not just those who struggle in school. The three-tiered system of service delivery is crucial in the attempt to ensure all students achieve at high levels and all students achieve college and career readiness.
Response to Intervention/Multi Tiered System of Supports (RTI/MTSS) is a collaborative, evidence-based, approach to differentiating and personalizing instruction and intervention, across academics and behavior for all students—so that every student can achieve academic and life success. RTI/MTSS is one of the most effective ways to provide an equitable educational experience, because it leverages collective knowledge and expertise to help teachers understand their learners needs and make informed and strategic decisions that best support them.
Multi Tiered System of Supports (MTSS) is a collaborative, evidence-based, approach to differentiating and personalizing instruction and intervention, across academics and behavior for all students—so that every student can achieve academic and life success.
Students who are meeting or exceeding standards may require enrichment beyond the core to demonstrate academic growth. It is the school’s responsibility to ensure that all students make academic progress regardless of their entry level. The Branching Minds Support Library contains learning activities that may be used as early as Tier 1, as teachers design differentiated instruction for individual or small groups of students. Below are some examples from the Branching Minds Support Library: