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/RTI Progress Monitoring Tool
A new tool is available to NEA members through the National Center on RTI working jointly with NEA. For those who are or will be working with MTSS this fall, this is a method to assist you in making better decisions regarding student progress.
NEA is a key partner of the National Center on Response to Intervention, a federally funded project created to provide technical assistance on the implementation of Response to Intervention (RTI) to state agencies and educators. Recently, the Center announced the first posting of a FREE chart that state and local school leaders can use to evaluate commercially available “progress monitoring” products and tools.
What is progress monitoring?
“Progress monitoring” is defined as the “repeated measurement of academic performance to inform instruction of individual students in general and special education in grades K-8.” Conducted at least monthly, it allows educators to make informed decisions about student performance and improvement.
What is important to know about the chart?
The result of a review by the Center’s Technical Review Committee (TRC), the chart provides ratings on the technical adequacy of progress monitoring tools used within an RTI context. The tools were rated against specific criteria developed by the TRC, such as reliability and validity measures.
View the Progress Monitoring tools chart.
Direct Link http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm
This chart will help local and state make better decisions about which tools to use for student progress monitoring within an RTI approach.
A New Resource For MTSS
KSDE is excited to announce a new set of behavior resources available on the www.kansasmtss.org website. The MTSS Behavior Resource Library is designed for educators (Pre-K through high school, public and alternative settings), school and district administrators, parents and community members. It provides information and resources on prevention and school-wide strategies that can be used to reduce problematic behavior. This new resource site includes:
•An introduction to Positive Behavior Support •Descriptions of MTSS for behavior at Tiers 1, 2 and 3 along with tools and resources to guide implementation •Resources to use in building a cultural sensitive environment within a school or community setting •Resources aimed at building parent and community support •Professional development modules on a wide array of behavioral topics •And much, much more!
Explore the website at www.kansasmtss.org. Your feedback is always appreciated! Contact Linda Geier at lgeier@ksde.org.
MTSS Symposium Presentations
In September of 2008 the first 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
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