EDU 232 Quiz 2: MTSS/RTI

• Study notes for EDU 232 Quiz #2

MTSS/RTI

• MTSS (Multi-Tiered System of Supports) and RTI (Response to Intervention) both employ a tiered approach to support students.
• Tier 1 includes universal instruction and support for all students in the general education classroom.
• The goal is to provide high-quality, research-based instruction meeting the needs of most students.
• Tier 2 offers targeted interventions for students not progressing adequately in Tier 1.
• Small group interventions address specific areas of need, supplementing the core curriculum.
• Tier 3 provides intensive, individualized interventions for students continuing to struggle despite Tier 2 support.
• It involves frequent, detailed progress monitoring.
• May lead to special education evaluation, if necessary.

MTSS Actions in Each Tier

• Tier 1 Actions
• Implement high-quality, evidence-based instruction.
• Use universal screening to identify at-risk students.
• Monitor all students' progress regularly to ensure the curriculum is effective.
• Tier 2 Actions
• Provide targeted small group interventions in addition to Tier 1 instruction.
• Monitor progress more frequently to assess intervention effectiveness and adjust as needed.
• Tier 3 Actions
• Deliver intensive, individualized interventions tailored to specific student needs.
• Collaborate with specialists.
• Consider comprehensive evaluations to determine if special education services are warranted.

Critical Components of RTI

• High-Quality Instruction: Effective teaching based on research-based practices for all students.
• Universal Screening: Assessing all students to identify those who may need additional support.
• Progress Monitoring: Regularly tracking student performance to determine the effectiveness of interventions.
• Data-Based Decision Making: Decisions about instruction and interventions are informed by data from assessments and progress monitoring.

Old Method of Determining Special Education

• The traditional "discrepancy model" required a significant gap between a student's intellectual ability and academic achievement to qualify for special education.
• Cons of the discrepancy model:
• Delayed Intervention: Students had to fail significantly before receiving help.
• Inconsistent Identification: Assessment practices varied.
• Overrepresentation: Minorities were disproportionately represented in special education due to evaluation biases.

Nonresponders

• A nonresponder is a student who does not make adequate progress despite receiving interventions at Tiers 1 and 2.
• Nonresponders may need more intensive, individualized support at Tier 3.
• They might also need a comprehensive evaluation for special education services.

Roles of General and Special Educators in MTSS

• General Educator Role
• Deliver high-quality instruction in the general education classroom.
• Implement universal screening.
• Monitor student progress.
• Collaborate with specialists to design and implement interventions.
• Make data-driven decisions to support student learning.
• Special Educator Role
• Provide expertise in designing and implementing intensive Tier 3 interventions.
• Collaborate with general educators to develop individualized education plans (IEPs).
• Ensure that students with disabilities receive appropriate services and accommodations in the general education setting.

Collaboration Between Professionals and Families

• Collaboration began with recognizing that student success is enhanced when educators and families work together.
• Legislative acts like IDEA mandate family involvement in educational planning.
• Importance of partnerships to develop and implement effective educational programs for students with special needs increases via this collaboration.

Effective Listening

• Effective listening involves actively engaging with the speaker with empathy, and providing feedback that demonstrates understanding.
• Requires full attention, avoiding interruptions, and ensuring accurate comprehension.
• Fosters trust and collaboration between educators and families.

Models of Collaboration

• Co-Teaching: A general education teacher and a special education teacher jointly deliver instruction to a diverse group of students within the same classroom.
• Consultation: Specialists provide guidance and support to general education teachers, offering strategies to address specific student needs.
• Team Teaching: Multiple educators share responsibility for planning, instructing, and assessing all students in a coordinated manner.
• Professional Learning Communities (PLCs): Groups of educators collaboratively analyze student data, share best practices, and engage in continuous professional development to improve instructional outcomes.

Effective Teaming

• Involves clear communication, defined roles, mutual respect, and shared goals.
• Regular meetings, open dialogue, and collaborative problem-solving are essential.
• Successful teams leverage the diverse expertise of their members to create comprehensive support plans for students.

Details to Make Co-Planning Successful

• Scheduled Planning Time: Allocating regular, dedicated time for educators to collaboratively plan lessons and interventions.
• Clear Objectives: Establishing specific goals for student outcomes and instructional strategies.
• Resource Sharing: Pooling materials, tools, and expertise to enhance instructional effectiveness.
• Open Communication: Honest and respectful dialogue to address challenges and celebrate successes.
• Flexibility: Willingness to adjust plans and approaches based on student needs and feedback.

Role of Parent Educator

• Parent educators serve as liaisons between the school and families.
• They provide parents with the knowledge and skills to support their children's education.
• They offer workshops, resources, and individualized guidance to help families navigate the educational system.
• They also help families advocate effectively for their children.

Communicating with Culturally and Linguistically Diverse Families

• Effective communication requires cultural sensitivity, respect, and the use of clear, jargon-free language.
• Schools should provide translation and interpretation services as needed.
• It is important to recognize and honor cultural differences.
• Engage in practices that build trust and partnership.
• Understanding and addressing the unique needs and perspectives of each family fosters a more inclusive and supportive educational environment.

Homework

• Assigning homework provides extra practice and gets parents involved.
• Should not contain new material.
• Should be graded based on effort and participation.

The "10-Minute" Rule

• Educators should spend at least ten minutes each day engaging in meaningful, positive interactions with students or colleagues.
• This activity to build rapport and strengthen relationships.

Critical Communication Skills Needed

• Active listening, empathy, clarity in verbal and written expression, nonverbal communication awareness, and the ability to provide and receive constructive feedback are key.
• These skills foster effective collaboration and support a positive educational environment.