Review There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA).  In order to qualify for special education, the IEP team must determine that a child has one of the following: • Autism • Blindness • Deafness • Emotional Disturbance • Hearing Impairment • Intellectual Disability • Multiple Disabilities • Orthopedic Impairment • Other Health Impaired • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment SLDs Seen Most Often in School: -Written expression (language) -Math calculation -Math problem solving -Reading fluency -Reading comprehension TOPICS: Response to Instruction and Intervention (RTII) Multi-Tiered Systems of Support (MTSS) The Discrepancy Model Progression Response to Intervention Response to Instruction and Intervention Multi-Tiered Instruction and Support Response to Instruction and Intervention • RTIII is the practice of (1) providing high- quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions. (Batsche, et al., 2005) • Uses problem-solving to develop effective instruction/interventions. 5 1. Criterion-Referenced Benchmark The benchmark represents a level of proficiency needed for later school success. A good example of a commonly used set of benchmarks for reading are those that were developed for use with the DIBELS [Dynamic Indicators of Basic Early Literacy Skills]. Using the DIBELS benchmarks, for example, 3rd-grade students are at ‘low risk’ for reading problems if they reach these reading-fluency goals: – Start of School Year: 77 Correctly Read Words Per Min – Middle of School Year: 92 Correctly Read Words Per Min – End of School Year: 110 Correctly Read Words Per Min 6 2. Determine the likely reason(s) for the student’s depressed academic performance: There can be several possible underlying reasons why a student is doing poorly in an academic area. It is crucial to determine the reason(s) for poor performance in order to select an appropriate intervention: • Skill Deficit: The student lacks the necessary skills to perform the academic task. • ‘Fragile’ Skills: The student possesses the necessary skills but is not yet fluent and automatic in those skills. • Performance (Motivation) Deficit: The student has the necessary skills but lacks the motivation to complete the academic task. 7 3. Select a scientifically-based intervention likely to improve the student's academic functioning: Any intervention idea chosen for the student should be backed by scientific research (e.g., research articles in peer-reviewed professional journals) demonstrating that the intervention is effective in addressing the student’s underlying reason(s) for academic failure. 8 4. Monitor academic progress frequently to evaluate the impact ...

1. Review
There are 13 categories of special education as defined by the
Individuals with Disabilities Education Act (IDEA). In order to
qualify for special education, the IEP team must determine that
a
child has one of the following:
• Autism
• Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impaired
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment
SLDs Seen Most Often in
School:
-Written expression (language)
-Math calculation
-Math problem solving
-Reading fluency
-Reading comprehension

2. TOPICS:
Response to Instruction and
Intervention (RTII)
Multi-Tiered Systems of Support
(MTSS)
The Discrepancy Model
Progression
Response
to
Intervention
Response
to
Instruction
and
Intervention
Multi-Tiered
Instruction
and
Support

3. Response to Instruction and
Intervention
• RTIII is the practice of (1) providing high-
quality instruction/intervention matched to
student needs and (2) using learning rate
over time and level of performance to (3)
make important educational decisions.
(Batsche, et al., 2005)
• Uses problem-solving to develop effective
instruction/interventions.
5
1. Criterion-Referenced Benchmark
The benchmark represents a level of proficiency needed for
later school success. A good example of a commonly used
set of benchmarks for reading are those that were
developed for use with the DIBELS [Dynamic Indicators of
Basic Early Literacy Skills].
Using the DIBELS benchmarks, for example, 3rd-grade
students are at ‘low risk’ for reading problems if they reach
these reading-fluency goals:
– Start of School Year: 77 Correctly Read Words Per Min
– Middle of School Year: 92 Correctly Read Words Per Min
– End of School Year: 110 Correctly Read Words Per Min

4. 6
2. Determine the likely reason(s) for the
student’s depressed academic
performance:
There can be several possible underlying reasons why
a student is doing poorly in an academic area. It is
crucial to determine the reason(s) for poor
performance in order to select an appropriate
intervention:
• Skill Deficit: The student lacks the necessary skills to
perform the academic task.
• ‘Fragile’ Skills: The student possesses the necessary
skills but is not yet fluent and automatic in those skills.
• Performance (Motivation) Deficit: The student has
the necessary skills but lacks the motivation to
complete the academic task.
7
3. Select a scientifically-based intervention
likely to improve the student's academic
functioning:
Any intervention idea chosen for the student
should be backed by scientific research (e.g.,
research articles in peer-reviewed professional
journals) demonstrating that the intervention is
effective in addressing the student’s
underlying reason(s) for academic failure.

5. 8
4. Monitor academic progress frequently to
evaluate the impact of the intervention:
Under RTI, interventions are monitored
frequently (e.g., Bi-weekly/Weekly) using valid
and reliable measures that are sensitive to
short-term gains in student performance:
9
5. If the student fails to respond to a series of
several well-implemented interventions,
consider a referral to Special Education.
In the RTI model, the student would be referred for a
special education evaluation if:
– A series of research-based interventions have been attempted
– There is documentation that the interventions were carried out
as
designed (treatment/intervention integrity)
– Progress-monitoring data shows that the student failed to meet
the
goal set for his or her improvement (that is, the student shows a
‘discrepancy in rate of learning’ relative to grade-peers).

6. 10
Tier I
Tier II
Tier III
How can a school restructure to
support RTI?
Universal intervention: Available to all students
Example: Additional classroom literacy instruction
Individualized Intervention: Students who need additional
support than peers are given individual intervention plans.
Example: Supplemental peer tutoring in reading to increase
reading fluency
Intensive Intervention: Students whose intervention needs
are greater than general education can meet may be referred
for more intensive services.
Example: Special Education
Monitoring Progress
• No more than 4 data points are needed
before determining if the student is
making progress
• Approximately 8 weeks of intervention
time can be given
• Tier 2-monitor progress every 2 weeks

7. • Tier 3-monitor progress every week
What is Multi-Tiered System
of Support?
It is a broader approach to RTII
MTSS
• A Multi-Tiered System of Supports (MTSS) is a term used
to describe an evidence-based model of schooling that uses
data-based problem-solving to integrate academic and
behavioral instruction and intervention.
• The integrated instruction and intervention is delivered to
students in varying intensities (multiple tiers) based on
student need.
• “Need-driven” decision-making seeks to ensure that
district resources reach the appropriate students (schools) at
the appropriate levels to accelerate the performance of all
students to achieve and/or exceed proficiency .
MTSS
• Focuses on:
– Core instruction
– Differentiated learning
– Meeting individual student needs
– Standards aligned curriculum

8. – Academics, behavioral, and social success
*Ensuring ALL students are successful!
3 Key Components of MTSS
1. Addresses the needs of all students
2. Provides a framework that aligns with
school initiatives, supports, and
resources
3. Implements continuous improvements
at all grade levels
Function of MTSS
What is MTSS? What is MTSS not?
An overall integrated system of service
delivery
A special education approach
Effective for all students including
those who are at risk for school failure
as well as students with disabilities
An eligibility system – a way of
reducing the number of students
placed into special education
An excellent opportunity to more

9. effectively align IDEA and NCLB
principles and practices with standards
drive instruction
Not limited to students with learning
disabilities
A process designed to maximize
student achievement
A way to avoid special education
placement
Focused on outcomes A hoop to jump through to ensure
special education placement
About student progress About labeling
Levels of Implementation
• Student
• Classroom
• Grade
• Subject Area
• Building
• District
Multi-tier model of
service delivery
• Standards Based Instruction

10. • Assessments to inform instruction
• Enables efficient use of school resources
• Evidence-based programs and practice
• Focus on integration & alignment with core
(Academic & Behavior)
• Frequency & intensity of instruct/intervention match
to student need
=+
Three Tiered Model of Student Supports
.
Tier 1
GOAL: 100% of
students pass
benchmark
assessments
Tier 1 effective if approx.
80% are meeting
benchmark assessments
with only access to Core.
Tier 2

11. For approx. 20% of
students
Tier 1 Core
+
Supplemental
…to pass benchmark
assessments.
Tier 2 Effective if approx. 70-
80% of students in group
improve performance
(i.e., gap is closing)
Tier 3
For Approx 5% of
Students
Tier 1 Core
+
Supplemental
+
Intensive Individual
Instruction
…to pass benchmark
assessments.
Tier 3 is effective if there is

12. progress (i.e., gap closing).
Tier 3= a few students
Tier 2= some students
Tier 1= all students
District Example
Problem Solving Process
Did It Work?
Response to
Intervention (RTII)
Did It Work?
Response to
Intervention (RTII)
Problem Analysis
WHY are they not doing
it?
Identify Variables that
Contribute to the Lack of
Desired Outcomes

13. Problem Analysis
WHY are they not doing
it?
Identify Variables that
Contribute to the Lack of
Desired Outcomes
Identify the Goal
What Do We Want Students to Know,
Understand and Be Able to Do? (KUD) CCSS
Identify the Goal
What Do We Want Students to Know,
Understand and Be Able to Do? (KUD) CCSS
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary
Implement Plan
Implement As Intended
Progress Monitor
Modify as Necessary
Why is Tier 1 So Important?

14. Student Performance and
Resource Allocation
• If students are not successful in Tier 1
(Core Instruction), then additional
supports (Tier 2, 3) are needed.
• In most schools, 80% of the resources
(staff, space, busing, materials, etc.) are
allocated to Tier 1 (Core)
Student Performance and
Resource Allocation
• If only 40% of students in Tier 1 are
proficient and 80% of the resources
exist in Tier 1
Then…..
• 20% of the resources are expected to
“fix” 60% of the students.
• This will not work no matter how
effective supplemental, intensive the
support might be.
So…….
• We must work to ensure that Tier 1

15. (Core instruction) is appropriate and
effective in order to best support the
success of students with disabilities.
• Unless, students with disabilities will
never succeed in an environment that
places ALL students at risk for success.
Characteristics of Instruction in each Tier
TIER 1 TIER 2 TIER 3
NUMBER OF
STUDENTS
Core instruction provided
for ALL students
In addition to the Tier 1
Core instruction for SOME
students
In addition to the Tier 1
Core instruction for a
FEW students
CURRICULUM Standards Aligned Supplemental small group
instruction
Small, intensive, flexible
groups
CURRICULUM Research Based Core
Program

16. Use of standard protocol
interventions
Use of standard protocol
interventions
ASSESSMENT Benchmark Assessment
tools for all students 3-5
times per year
More frequent progress
monitoring (every other
week)
More frequent progress
monitoring (every week)
WHO General education
teachers
Specialist may assist with
strategic instruction in the
general education
classroom or in
homogeneous skill groups
Specialists plan strategic
instruction in small
groups within the
general education
classroom or separate
setting
That is why the following appeared

17. in IDEIA 2004/2006
• (5) SPECIAL RULE FOR ELIBIGILITY
DETERMINATION- In making a determination of
eligibility under paragraph (4)(A), a child shall not be
determined to be a child with a disability if the
determinant factor for such determination is—
(A) lack of appropriate instruction in reading,
including in the essential components of reading
instruction (as defined in section 1208(3) of the ESEA of
1965);
(B) lack of appropriate instruction in math; or
(C) limited English proficiency.
• As advocates for students with
disabilities, we must be as concerned
about the quality of Tier 1 instruction
and outcomes as the quality of special
education instruction.
• Most students with disabilities spend
more time in Tier 1 than in any other
level of instruction and support.
What WE need to do
Data Used for Evaluation

18. Which Line Represents the
Greatest Growth?
Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014)
0
10
20
30
40
50
60
70
Discovery Education Assessment Results: Math
Mikenzi
Class Average
Grade Average
P
er
ce
nt
C
or

19. re
ct
Which Line Grew the Most?
How Do You Interpret Drop?
12
-F
eb
-1
4
26
-F
eb
-1
4
5-
M
ar
-1
4
12
-M

20. ar
-1
4
19
-M
ar
-1
4
26
-M
ar
-1
4
2-
Ap
r-1
4
9-
Ap
r-1
4
16
-A

21. pr
-1
4
23
-A
pr
-1
4
30
-A
pr
-1
4
0
10
20
30
40
50
60
70

22. 80
90
100
On-task Classroom Behavior
Mikenzi
Trend Line
Peers
Goal Line
Aim Line
%
o
f
T
im
e
O
n
-t
a
s
k

23. (
2
0
m
in
.)
Baseline
What is the relationship
between MTSS and students
with disabilities?
What is the difference
between a student who is
significantly “behind” and one
with a SLD?
35
Intensity vs. Severity
Intensity is measured by how far behind a student is
academically or how different the behavior is from
peers or norms.
Severity is degree to which the student does or does not

24. respond to evidence-based and well delivered
intervention.
A student could have an intense problem, but catch up
quickly. Not Severe
A student could have an intense problem, but NOT
respond to well delivered interventions. Severe
36
Intensity vs. Severity
An INTENSE problem is not necessarily a
severe problem.
Students with disabilities exhibit BOTH
intensity AND severity
Severity
• IF severity is defined as the degree to
which students do or do not respond to
increasingly intensified instruction
• THEN we must have a common
language/common understanding of
what is meant by intensified instruction

25. and how we deliver intensified
instruction
MTSS provides a systematic
way to intensify instruction.
Intensifying Instruction
• Time
– More time, more practice and rehearsal, more opportunity for
feedback
• Focus
– Narrowing the range of instruction
• Reading: 5 Big Ideas, SOME of the 5 Big Ideas
• Type
– More explicit, more frequent, errorless
Type of Instruction Needed:
Specially Designed or Intensified?
Intensive vs. Specially Designed
• Intensive instruction:
– Most time we can provide

26. – Narrowest focus
– Designed to overcome barriers (e.g., loss of
opportunity, lack of sufficient instructional time,
background, language) that are not the result of a
disability
• Specially Designed Instruction
– Designed to reduce or eliminate the barriers related
to a disability
Characteristics of Specially Designed
Instruction
• Focus is to reduce or eliminate the impact of a
disability on academic and/or behavioral
progress
• Designed specifically for an individual student
following individual problem-solving
• Could be implemented in Tiers 1, 2 and/or 3
• Examples include: text to speech, unique
teaching strategies to teach a skill or
alternatives to a skill, feedback protocols

27. 45
MTSS & the Problem-Solving
Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports.
The most intense (increased time, narrowed focus,
reduced group size) instruction and intervention
based upon individual student need provided in
addition to and aligned with Tier 1 & 2 academic
and behavior instruction and supports.
Tier 2: Targeted, Supplemental
Interventions & Supports.
More targeted instruction/intervention and
supplemental support in addition to and aligned
with the core academic and behavior curriculum.
Tier 1: Core, Universal
Instruction & Supports.
General academic and behavior instruction and
support provided to all students in all settings.
Revised 12/7/09
Integrating Academic,
Behavior and Universal

28. Design Components in a
MTSS
Integrated MTSS
Parallel System
Integrated System
“MTSS”
Academic Behavior
47
Highly Effective Practices:
Research
• High quality academic instruction (e.g., content matched to
student
success level, frequent opportunity to respond, frequent
feedback) by
itself can reduce problem behavior (Filter & Horner, 2009;
Preciado,
Horner, Scott, & Baker, 2009, Sanford, 2006)
• Implementation of school-wide positive behavior support leads
to
increased academic engaged time and enhanced academic
outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen,
Steele, &

29. Sailor, 2006)
• “Viewed as outcomes, achievement and behavior are related;
viewed as
causes of the other, achievement and behavior are unrelated.
(Algozzine, et al., 2011)
• Children who fall behind academically will be more likely to
find
academic work aversive and also find escape-maintained
problem
behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, &
Brown, 2010) 48
School-wide Behavior & Reading Support
The integration/combination of the two:
•are critical for school success
•utilize the three tiered prevention model
•incorporate a team approach at school level,
grade level, and individual level
•share the critical feature of data-based decision
making
•produce larger gains in literacy skills than the
reading-only model
– (Stewart, Benner, Martella, & Marchand-Martella,
2007)
49
What Elements MUST Be Present to

30. Have and Integrated MTSS Model?
• Academic Skills and Academic Behaviors are identified for all
students (Skill Integration)
• The data are presented in a way that reflects the relationship
between academic skills and behaviors (Data Integration)
• The instruction provided in Tiers 2 and 3 integrates Tier 1
instruction (materials, performance expectations.) (Tier
Integration)
• The instruction provided in Tier 1 integrates the effective
instructional strategies and performance expectations from
Tiers 2 and 3 (Tier Integration)
Student Achievement
Student Performance
• Academic Skills
– Goal setting tied to state/district standards
– Common Core State Standards
– Developmental Standards
• Academic Behaviors-Student Engagement
– Behaviors associated with successful completion of the
academic skills
– On-task, listening, following-directions, ignoring distractions,
self-
monitoring, goal setting, content of private speech
– Productivity
• Inter-/Intra-Personal Behaviors

31. – Behaviors that support social skills
– Social/emotional development
Discrepancy Model
53
What previous approach to diagnosing Learning
Disabilities does MTSS/RTII replace?
Prior to RTII, many states used a ‘Test-Score Discrepancy
Model’ to identify Learning Disabilities.
• A student with significant
academic delays would be
administered a battery of
tests, including an
intelligence test and
academic achievement test(s).
• If the student was found to
have a substantial gap between a higher IQ score and
lower achievement scores, a formula was used to
determine if that gap was statistically significant and
‘severe’.
• If the student had a ‘severe discrepancy’ [gap] between
IQ and achievement, he or she would be diagnosed with
a Learning Disability.

32. 54
Limitations to the ‘test-score
discrepancy model’ (Gresham, 2001):
• Requires chronic school failure BEFORE remedial/special
education supports can be given.
• Fails to consider that outside factors such as poor or
inconsistent instruction may contribute to a child's learning
delay.
• A ‘severe discrepancy’ between test scores provides no
useful information about WHY the student is doing poorly
academically.
• Different states (and even school districts within the same
state) often used different formulas to diagnose LD,
resulting in a lack of uniformity in identifying children for
special education support.
55
Why is RTI now being
adopted by schools?
Congress passed the revised Individuals With Disabilities
Education Improvement Act (IDEIA) in 2004.
• This Federal legislation provides the guidelines that
schools must follow when identifying children for special
education services.
• Based on the changes in IDEIA 2004, the US Department

33. of Education (USDE) updated its regulations to state
education departments. The new USDE regulations:
– Explicitly ALLOW states to use RTI to identify LD
– FORBID states from forcing schools to use a ‘discrepancy
model’
to identify LD
56
IDEIA 2004-05 Federal (US Dept of Education)
Regulations: What do they say about LD
diagnosis?
§ 300.307 Specific learning disabilities.
(a) General. A State must adopt criteria for determining
whether a child has a specific learning disability…. the
criteria adopted by the State—
(2) May not require the use of a severe discrepancy
between intellectual ability and achievement for
determining whether a child has a specific learning
disability as defined in § 300.8; [‘Discrepancy’ Model]
(3) Must permit the use of a process that determines if
the child responds to scientific, research-based
intervention…[‘RTII’ Model]
NOTE: [bracketed comments added]
Source: IDEA (2004, 2005). Proposed Regulations from US
Department of Education (§ 300.307)

34. 57
What does RTI look like when
applied to an individual student?
A widely accepted method for determining
whether a student has a Learning Disability
under RTI is the ‘dual discrepancy model’
(Fuchs, 2003).
– Discrepancy 1: The student is found to be performing
academically at a level significantly below that of his
or her typical peers (discrepancy in initial skills or
performance).
– Discrepancy 2: Despite the implementation of one or
more well-designed, well-implemented interventions
tailored specifically for the student, he or she fails to
‘close the gap’ with classmates (discrepancy in rate
of learning relative to peers).
58
Target Student
Discrepancy 1: Skill Gap
(Current
Performance Level)
Avg Classroom Academic
Performance Level
‘Dual-Discrepancy’: RTI Model
of Learning Disability (Fuchs 2003)

35. Discrepancy 2:
Gap in Rate of Learning
(‘Slope of
Improvement’)
RTII Activity
Discussion Questions-
Use Chart from D2L
1. Review the websites on D2L; come up with a
description of each and additional helpful
information provided for RTII/MTSS.
2. How does the information from these websites
further your understanding of RTII/MTSS?
3. How would you implement RTII/MTSS in your
school?
4. What additional changes would you make towards
RTII/MTSS implementation based on your findings
in your building?
5. How would using this information be helpful when
addressing student concerns with parents?
ReviewSlide 2ProgressionResponse to Instruction and
Intervention1. Criterion-Referenced BenchmarkSlide 6Slide
7Slide 8Slide 9How can a school restructure to support
RTI?Monitoring ProgressSlide 12MTSSMTSS3 Key
Components of MTSSFunction of MTSSLevels of

36. ImplementationMulti-tier model of service deliverySlide
19Slide 20Slide 21Slide 22Problem Solving ProcessSlide
24Student Performance and Resource AllocationStudent
Performance and Resource AllocationSo…….Characteristics of
Instruction in each TierThat is why the following appeared in
IDEIA 2004/2006What WE need to doSlide 31Which Line
Represents the Greatest Growth?Which Line Grew the Most?
How Do You Interpret Drop?Slide 34Intensity vs.
SeverityIntensity vs. SeveritySeveritySlide 38Intensifying
InstructionSlide 40Intensive vs. Specially
DesignedCharacteristics of Specially Designed InstructionSlide
43Slide 44MTSS & the Problem-Solving ProcessSlide
46Integrated MTSSHighly Effective Practices: ResearchSchool-
wide Behavior & Reading SupportSlide 50Student Achievement
Student PerformanceSlide 52Slide 53Slide 54Why is RTI now
being adopted by schools?Slide 56What does RTI look like
when applied to an individual student?Slide 58RTII
ActivityDiscussion Questions- Use Chart from D2L