Response to Intervention (RTI) and Multi-Tiered Support Systems (MTSS) Flashcards

What is the primary purpose of a Multi-Tiered System of Supports (MTSS) framework in schools?

Answer: To provide a continuum of evidence-based supports matched to student need across academics and behavior

MTSS provides a continuum of supports at increasing levels of intensity, matched to student need, integrating both academic and behavioral domains.

In a three-tier RTI model, which tier provides targeted small-group interventions for students who do not adequately respond to core instruction?

Answer: Tier 2

Tier 2 consists of targeted, supplemental small-group interventions (typically groups of 3–5 students) for those who do not make adequate progress with Tier 1 core instruction.

Approximately what percentage of the general student population is expected to have their needs met through Tier 1 (core) instruction alone in a well-implemented RTI model?

Answer: 80–85%

A well-implemented Tier 1 program is expected to meet the needs of 80–85% of students, meaning the core curriculum and universal instruction are effective for most learners.

Which progress monitoring tool is most widely used in RTI models to track student growth in reading?

Answer: Curriculum-Based Measurement (CBM)

Curriculum-Based Measurement (CBM) is the most widely researched and used progress monitoring approach in RTI because it is brief, sensitive to growth, and administered frequently.

What is the primary purpose of universal screening in an MTSS framework?

Answer: To identify all students who may be at risk and need additional support

Universal screening is conducted with all students to identify those who may be at risk for academic or behavioral difficulties so that early intervention can be provided.

How frequently should progress monitoring typically occur for a student receiving Tier 2 interventions in an RTI model?

Answer: Every two weeks (biweekly)

Students in Tier 2 are typically progress monitored every two weeks (biweekly) to allow for timely data-based decisions about intervention effectiveness.

Which federal law explicitly permits school districts to use a student's response to scientific, research-based interventions as part of the process for identifying a specific learning disability?

Answer: The Individuals with Disabilities Education Improvement Act (IDEA 2004)

IDEA 2004 allows states to permit LEAs to use RTI data as an alternative to the traditional ability-achievement discrepancy model when identifying students with specific learning disabilities.