Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS): A Comprehensive Guide for Educators

Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS): A Comprehensive Guide for Educators

By: Lexi Svoboda

Definitions

RTI: A multi-tier approach to early identification of learning needs for struggling students. It is supposed to be preventative for the student MTSS: It’s a model many schools use to give targeted support to struggling students. It focuses on the whole student. (Rosen)

RTI's are built for students who weren't meeting curriculum standards In a video at Shepard Bay Elementary, the state ELA assessment showed an 82% increase after the school implemented RTI, according to a video titled "Supporting Students Through Response to Intervention."

• RTI's helps educators identify and address academic and behavioral challenges, ensuring that students receive the appropriate level of support without prematurely labeling them as having a disability

• Tier 3 and 2 are similar because they both Progress monitoring, use evidence-based interventions, and regularly collect data

Tier 3

Tier 2

Tier 1

Targeted Small group intervention

Individualized intervention

The Whole class

RTI

Tier 3: 3-5% of students

This tier is the smallest one because it offers intensive help for students who need more personal intervention and help in the classroom. These students stand out in the classroom because of the obvious help needed.

This is small group oriented to help students who need slight intervention. They should never be pulled out of core classes. They are also monitered by teacher and work on the same material as other classmates.

Tier 2: 10-15% of students

Sections like this will help you stay organized

Tier 3: 80% of students

This is where the majority of students are categorized, they don't need any intervention, this group is referred to as everyone that is in a general education classroom. Teachers should still teach using research based practices.

Sections like this will help you stay organized

Socially: teaching the student to reflect on their thinking it can help them work better in a group, communicate better, etcEmotionally: Can help teach them how to monitor their own emotions and reactions to stress and anxiety Educationally: Can teach them how to use strategies like note taking to help improve them academically ((High Leverage Practices, 2017)

HLP 14: Teaching Cognitive and Metacognitive Strategies

High-Leverage Practices (HLPs) in Implementation

HLP 1 + 3 Collaboration with Professionals and families

"Communication skills are keybuilding blocks for collaboration" (McLeskey, 2017, p. 3). Maintain open communication with families and to ensure the child is getting the most well rounded support

HLP 15: providing scaffolded supports

Socially: Helps break down an assignment so they can collaborate with peersEmotionally: Helps anxiety and helps build self confidence Educationally: Helps them go at their own pace (High Leverage Practices, 2017)

High-Leverage Practices (HLP)

These are researched based to support student who might need extra help. It can help them so that they don't fall farther behind. Implimenting this is key for successful students.

Collaboration: Ensures interventions align with school policies and available resources.Communication: Facilitates meetings and coordinates between staff, families, and external services.Contribution: Provides leadership and oversight to ensure the effective implementation of support plans.

School System Representative

Collaboration: Partners with the team to share insights about the child’s strengths, challenges, and home environment. Communication: Engages in discussions about progress and reinforces strategies at home. Contribution: Supports consistency between school and home interventions.

Parent

- It is a school based team - Their goal is to come up with a plan like IEP, 504, or just accomidations to help students succeed in school despite extra challenges they might face

Collaboration: Designs and implements individualized supports for students with learning challenges.Communication: Regularly updates the team on student progress and adjustments needed for interventions. Contribution: Adapts curriculum and provides specialized instruction to meet diverse learning needs.

Collaboration: Works with specialists to implement interventions in the classroom.Communication: Shares student progress, classroom observations, and instructional challenges with the team. Contribution: Provides differentiated instruction and monitors student response to interventions.

Key Members of the Child Study Team

General Education Teacher

Special Education Teacher

(High leverage practices, 2o17)

HLP 3

HLP 2

HLP 1

Hold meetings and gather data to ensure accurate

Clear agenda and student progress data

Family Involvement in Decision-Making

Strategies and Implementing HLPs

These three strategies are to help ensure collaboration between team members and also to ensure their is good communication between the school and the parent

(Tips for talking with parents about developmental concerns)

- Be well prepared- Share with them your concern as well as facts and data to support - Share resources - Lastly also highlight the students strengths

Explaining this to parents can be difficult however here are some ideas to help

People need to understand why atypical kids need interventions not everyone develops the same. Some students need extra help in school to help them be successful because school can be challenging for some

Fitzmaurice, K. (2025). Grand Canyon University. Response to Intervention. https://halo.gcu.edu/resource/92015ad1-6c05-4c60-941b-2bbf0bcb3434?nestedResourceId=007cf8d7-2fb2-422b-b1ec-ecd7120b5653 High Leverage Practices. (2017). High leverage practices and evidence-based practices: A promising pair. High Leverage Practices. https://highleveragepractices.org/high-leverage-practices-and-evidence-based-practices-promising-pair?_gl=1*15jdaex*_ga*MTcwODY0NjU5OS4xNjc4ODkyNjE0*_ga_L4ZFTNESGT*MTY4OTI5MDU2MS41My4wLjE2ODkyOTA1NjEuNjAuMC4w Mastropieri, M. A., Scruggs, T. E., & Regan, K. S. (2024). The inclusive classroom: Strategies for effective differentiated instruction (7th ed.). Pearson. ISBN-13: 9780137848942 McLeskey, J. (2017). High-leverage practices in special education. Council for Exceptional Children.Rosen, P. (n.d.). What is MTSS?. Understood. https://www.understood.org/en/articles/mtss-what-you-need-to-know Tips for talking with parents about developmental concerns. (n.d.-c). https://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/tipstalkingparents.pdf

References