A multi-tiered system
Week 3 Discussion 2
There are several ways that a multi-tiered system of support and response to intervention helps the learning of students in the classroom. An MTSS/RTI incorporates practices, programs, and policies that are aligned with student needs across all ages. This ensures that students from kindergarten to higher institutions of learning develop professionally through receiving instructional support from the relevant stakeholders to maximize effectiveness. As such, the MTSS/RTI system helps address developmental challenges that face students across all levels.
A multi-tiered system promotes collaboration between students requiring special education and general education. Students requiring special education often struggle with learning and require more attention than the ‘normal’ students. To achieve this, MTSS/RTI has different services offered within its tiers to help struggling special students. In this case, the MTSS/RTI mainly focuses on the behavioral, emotional, and social progress of the students requiring special education. More importantly, the focus of MTSS/RTI is not only on academics and this ensures that struggling students succeed in school. All in all, the various services offered by MTSS/RTI make it one of the most successful tools used in the classroom.
An MTSS/RTI system helps students receiving prompt help in the general education environment. This is achieved through relevant stakeholders acquiring the required assessment data on the different problem areas that students face. After the identification of these problems, necessary measures and interventions are implemented to address these areas affecting the performance of struggling students. Additionally, the interventions put in place help to monitor the progress made by these students in the areas giving them problems. Therefore, students receiving this prompt help ensure they improve in their classroom exercises.
A Multi-Tier or Response to Intervention system leads to schools being proactive in implementing mainstream interventions for students across all ages. As noted by (), this is achieved by allowing examiners to evaluate the learning styles utilized in these classrooms. The data collected reduces the time spent in helping struggling students improve on their weak areas. All in all, implementing MTSS/RTI improves the performance of struggling students since it considers all the needs of all students.
References
Greenwood, C. R., Carta, J. J., Schnitz, A. G., Irvin, D. W., Jia, F., & Atwater, J. (2019). Filling an information gap in preschool MTSS and RTI decision making. Exceptional Children, 85(3), 271-290.
IRISCenter (2020). RTI (Part 1): An Overview. https://iris.peabody.vanderbilt.edu/module/rti01/