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MTSS =  Multi-Tiered System of Support

MTSS is a systematic approach to helping all students learn. It is a system of prevention and intervention for all students.

KNEA believes if MTSS is going to be implemented by a district the staff must be prepared and supported. This means high-quality preparation, ongoing professional development with support from the district. KNEA is dedicated to provide teachers the support they need to make public schools great for every child.

Time issues must be addressed in a meaningful way by the staff with consideration for the contract. Critical to success will be the honest communication of time requirements to all involved. KNEA will provide updates as MTSS is implemented in Kansas.

MTSS Symposium Presentations

A September MTSS Symposium in Wichita Schools included educators from Kansas schools working with MTSS who share their insights and suggestions in various presentations. The Kansas Web site is www.kansasmtss.org .

The National  Center on Response to Intervention

The Center is highly recommended within the Education Community.

This is a great resource  to keep current in the latest practices for those working with RtI/MTSS.  TheNational Center on Response to Intervention  has a monthly e-newsletter, the RTI Responder!   They share the latest research findings about RtI, related information from their partners and the federal Technical Assistance and Dissemination network, as well as the policies, strategies, and techniques that states have developed to implement an RtI model. Click here to contact The National Center on Response Intervention .

RtI/MTSS Implementation Information

Implementing MTSS is in many ways a daunting task. KNEA/NEA has the resources to assist you . The following information will help you and your colleagues with information as you prepare or just to inform you about the process.

BACKGROUND:   Response to Intervention (RtI) is a framework for monitoring student performance and providing instructional support to students who are showing difficulty with academics or behavior.  Research has shown that effective implementation of RTI can reduce inappropriate referrals for special education services.  NEA is working with several national centers and national organizations to develop resources for NEA state affiliates and NEA members to guide the effective implementation of RtI.  One of those resources will be an NEA Academy on-line professional development module on RtI.

The Council of Administrators of Special Education (CASE), a division of the Council for Exceptional Children (CEC), recently released the results of a survey they conducted with 424 local special education directors about Response to Intervention (RtI). Read the full report, “Response to Intervention Adoption Survey ,” registration required.

RtI Use

• RtI adoption and implementation levels have risen. In March 2008, 60 percent of districts were piloting, implementing, or using RtI versus 44 percent in March 2007.

How RtI Is Being Implemented

• RtI is being used by 71 percent of districts to identify students for specialized services and supports.
• In a majority of districts, RtI is being driven by a unified effort of general and special education, through in most cases it was initiated by special education.
• RtI is most commonly implemented at the elementary grade levels. Most districts plan to implement RtI in middle and high school.
• RtI is being implemented most often for reading, but it is also being used for math and behavior.
• Almost half (47 percent) of districts have a defined RtI process; a three-tier process is the most common.
• In 52 percent of districts, the most intensive intervention tier provides a combination of special education and students requiring intensive intervention. In the remaining 48 percent of districts, the most intensive intervention tier contains special education students only.
• Almost half of respondents reported that their state regulations have been revised to accommodate the RtI provisions.

Collecting Data about Student Performance

• Almost half of the surveyed districts use software to track individual performance as well as to manage the RtI process.

Results of RTI Use

• Of those districts with enough data to measure, nearly three times as many report improvements in Adequate Yearly Progress achievement. Districts that are fully implementing RtI report better results than those that are piloting RtI.
• A majority, 62 percent, of respondents had insufficient data to determine the extent to which RtI reduced the number of referrals to special education.

Obstacles to RTI Use

• Lack of teacher training is the biggest obstacle to implementing RtI. Most districts are providing professional development, but a majority of districts have trained less than a quarter of their staff.

Read the full report “Response to Intervention Adoption Survey” (registration required).

Patti Ralabate, Special Education Policy Analyst
NEA Education Policy and Practice Department