M4: MTSS Web Scavenger Hunt Assignment Table

Instructions: Complete the following table as you conduct your Web scavenger hunt. Upload it to the Assignments
section when you are finished.

Question Your Answer Link Where You Found Your Answer

1. What do the
RTI: Response to Intervention
acronyms RTI, https://www.pbis.org/school/rti
PBIS: Positive Behavioral Interventions and Supports
PBIS, and MTSS
MTSS: Multi-tiered System of Support
stand for?

Some schools may have more than 3 tiers of intervention,

so the authors on this website prefer to call them levels.
Primary prevention may be called Tier1, secondary may be
http://www.rti4success.org/sites/default/files/rtiessen
called Tier 2, and tertiary may be called Tier 3. Students in
tialcomponents_042710.pdf
the general education curriculum are all working on Tier 1.
2. What are Tiers in If data shows they are not meeting the predetermined
*http://www.rtinetwork.org/learn/what/whatisrti
RTI/MTSS? benchmarks, the student may be referred to Tier 2
supports. (In USD497 this is Title 1 or ISA services.)
Special education supports may be given to students who
are on Tier 3, or all 3 levels worth of data may be used to
help determine a students eligibility for special
education.*

3. What are some The parents are given information on the progress of their http://www.rtinetwork.org/learn/what/whatisrti
benefits of RTI? student, their academic and behavior goals, and who is
providing what kind of instruction. The systematic http://www.rtinetwork.org/professional/videos/podc
approach of RTI ensures that all children get what they asts/judy-elliott-what-is-rti
need, no matter where they are on the performance
spectrum. This means that even the gifted kids are pushed
 M4: MTSS Web Scavenger Hunt Assignment Table

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to higher levels and students with learning disabilities are

given the intensive instruction they need to narrow their
achievement gaps.
Using the RTI framework ensures that everyone on the
team understands how programming becomes
increasingly intensive and assists administrators and
teachers in determining the best way to deploy staff in a
sensible and efficient manner.

Progress monitoring is used to assess students

performance over time, to quantify student rates of
improvement or responsiveness to instruction, to evaluate
instructional effectiveness, and for students who are least
responsive to effective instruction, to formulate effective http://www.rti4success.org/sites/default/files/rtiessen
individualized programs. Progress monitoring also lets us tialcomponents_042710.pdf
measure the adequacy of a core curriculum, and if we see a
4. Why is progress
trend of low performance for a grade as a whole, then
monitoring
there may be changes made to the primary level of
important in
instruction as a whole grade level.
RTI/MTSS models?
http://rtinetwork.org/essential/assessment/progress/u
Norm referenced tests take too long to administer and singcbm
cannot be given repeatedly throughout the year, while
Curriculum-Based Measures can be given frequently, take
little time, are sensitive to growth, and well correlated to
things like reading comprehension.
 M4: MTSS Web Scavenger Hunt Assignment Table

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They are an integral part of providing a program with

fidelity. Educators need evidence in data form to see how a
student is performing over time. If the student is showing
growth, great. If they are not, then it is time to evaluate the
http://rtinetwork.org/essential/tieredinstruction/tier2/
5. What role do program delivery and decide if another type of
whats-your-plan-accurate-decision-making-within-
evidence-based intervention is needed. Because time is too precious to
a-multi-tier-system-of-supports-critical-areas-in-tier-
interventions play in waste on an intervention that is not consistently
2
RTI/MTSS? accelerating growth for the majority of the students, it is
important to choose interventions that have been
scientifically proven to be effective for a majority of
students.

They are providers of services and may be called upon to

6. What roles do
provide interventions for students who are not yet http://rtinetwork.org/getstarted/buildsupport/creating
special educators
qualified as needing an IEP. Special educators might also -shared-language-for-collaboration-in-rti
play in RTI/MTSS
be asked to clarify terms and draw from their areas of
models?
expertise in designing an intervention plan.

7. With whom do Principal, general education teachers, other sped teachers,

special educators Title 1 & support personnel, reading specialists & coaches, http://rtinetwork.org/getstarted/buildsupport/creating
collaborate when speech language pathologists, school psychologist, ESL -shared-language-for-collaboration-in-rti
working under teachers, state & national agencies, parents & families, and
RTI/MTSS models? the students

8. Why do special Problem solving models involve working as a team to http://rtinetwork.org/learn/what/approaches-to-rti

educators have to analyze student performance data, identify possible
collaborate with learning problems, and design interventions. The http://rtinetwork.org/k-5
multiple school classroom teachers would most likely be the first to notice
 M4: MTSS Web Scavenger Hunt Assignment Table

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fluctuations in student performance. Other staff members

may be called upon to provide insight and do further
personnel in testing. If the secondary supports have been tried and
RTI/MTSS models? failed, then the special educator and school psychologist
would work together on an evaluation if the parent gives
consent.