M4: MTSS Web Scavenger Hunt Assignment Table
Question
1. What do the acronyms
RTI, PBIS, and MTSS
stand for?
Your Answer
RTI = Response to Intervention
PBIS = Positive Behavioral Interventions and Supports
MTSS = Multi-Tier System of Supports
Link Where You Found Your Answer
https://www.pbis.org/school/rti
https://www.pbis.org/school/pbis-and-the-law
http://www.kansasmtss.org/
Tiers in RTI:
 Tier 1: High-quality classroom instruction that is
research-based, screening, and group Interventions
 Tier 2: Evidenced-based interventions of moderate
intensity
 Tier 3: Individualized, high intensity interventions
(possible evaluation for special education eligibility)
2. What are “Tiers” in
RTI/MTSS?
Tiers in MTSS:
 Tier 1: Core instruction (evidenced-based practices)
 Tier 2: Targeted research-based interventions in
addition to core instruction. Instruction at the
Supplemental level is more explicit and intense than
core instruction and occurs in small groups and is
driven by student data. Tier 2 addresses the learning
needs of both gifted students and those in need of
remediation.
 Tier 3: Individualized interventions for students who
are unresponsive to secondary level intervention.
Instructional decisions are driven by data and made by
collaborative teams.
http://www.rtinetwork.org/learn/what/whatisrti
http://www.rti4success.org/sites/default/files/rtiessen
tialcomponents_042710.pdf
http://www.kansasmtss.org/pdf/StructuringGuides/Structuring-Module-1-Guide.pdf
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
Link Where You Found Your Answer
Benefit #1: Response to Intervention implements “highquality, scientifically based classroom instruction” in general
education classrooms, which means that research has been
conducted that supports the effectiveness of the instruction
that is being used in the classroom.
Benefit #2: Within a Response to Intervention framework
education professionals continuously assess student progress.
Specifically, universal screening and progress monitoring are
used to determine the rate at which students are learning as
well as their level of achievement. This data is analyzed in
order to determine which students are at risk for failure and
which students need intervention. Student progress data is
also used in RTI to measure the effectiveness of instruction,
and whether changes to instruction need to be implemented.
Thus, under RTI teachers use student data to make informed
instructional decisions.
3. What are some
benefits of RTI?
http://www.rtinetwork.org/learn/what/whatisrti
Benefit #3: Response to Intervention provides students with
differentiated instruction. Specifically, RTI has three tiers of
instruction, where the intensity of intervention and instruction
is aligned with students’ needs. Moreover, the interventions
used in RTI are research-based.
Benefit #4: Schools who implement RTI have high levels of
communication with students’ parents. Specifically, schools
that use RTI provide parents information regarding their
child(ren)’s progress, the academic and/or behavioral goals of
their child(ren), the instruction and/or interventions their
child(ren) are receiving, and which education professionals are
involved with delivering their child(ren)’s instruction and/or
intervention.
Benefit #5: RTI does not wait for students to fail before
providing help. This is achieved through universal screening
and progress monitoring.
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
4. Why is progress
monitoring important
in RTI/MTSS models?
In RTI/MTSS models teachers collect student performance data
on a continuous basis. In short, progress monitoring is
important in RTI/MTSS models because it is used to determine
the intensity of interventions a student needs and whether or
not subsequent interventions are effective.
5. What role do
evidence-based
interventions play in
RTI/MTSS?
Evidenced-based interventions refer to interventions for which
there are scientific data that support its efficacy; thus,
evidenced-based interventions play a fundamental role in
RTI/MTSS models. Specifically, in RTI models evidenced-based
interventions are used starting at Tier 2 when students are
identified through screening as needing additional support to
appropriately address learning and/or behavioral needs. At
Tier 2, students identified as at-risk (or needing intervention)
receive evidenced-based interventions of moderate intensity.
If a student responds to Tier 2 level interventions then the
student returns back to receiving primary level support (Tier
1); however, if a student does not respond to secondary level
support than they move up to receiving tertiary level supports
and interventions. At Tier 3, interventions are again
evidenced-based but are more individualized to meet a given
student’s needs and of higher intensity than Tier 2
interventions. In MTSS models evidenced-based practices are
used as part of core instruction (Tier 1) and evidenced-based
interventions are used at Tier 2 and Tier 3.
Link Where You Found Your Answer
http://www.rtinetwork.org/essential/assessment/progr
ess/mutlilevelprevention
http://www.kansasmtss.org/overview.html
http://www.rti4success.org/sites/default/files/rtiessen
tialcomponents_042710.pdf
http://www.kansasmtss.org/pdf/StructuringGuides/Structuring-Module-1-Guide.pdf
M4: MTSS Web Scavenger Hunt Assignment Table
Question
Your Answer
6. What roles do special
educators play in
RTI/MTSS models?
In RTI/MTSS models, special educators are in charge of
implementing interventions and in some situations starting the
process for determining whether or not a student is eligible for
special education services.
7. With whom do special
educators collaborate
when working under
RTI/MTSS models?
Under RTI/MTSS models, special educators collaborate with
general education teachers, parents, and other services
providers (e.g., speech language pathologists) to develop
individualized education plans or student improvement plans
or 504 plans and to implement interventions.
8. Why do special
educators have to
collaborate with
multiple school
personnel in RTI/MTSS
models?
Special educators have to collaborate with multiple school
personnel in RTI/MTSS models because these two frameworks
stress that all school staff should work together to determine
what level of intensity with regards to interventions are
appropriate for specific students and to implement an RTI or
MTSS framework.
Link Where You Found Your Answer
http://www.kansasmtss.org/faq.html
http://www.rtinetwork.org/learn/ld/identifyingld
http://www.kansasmtss.org/faq.html
http://www.rti4success.org/sites/default/files/rtiessen
tialcomponents_042710.pdf