RTI/MTSS is built on the idea of intervening early to prevent failure and to maximize the effectiveness
of grade level curriculum and instruction. It is not an initiative or program, but rather a
framework for providing high quality curriculum and instruction to all students and intervention
support for some students. The National Center on Response to Intervention (NCRTI) believes
that comprehensive RTI/MTSS implementation will contribute to more meaningful identification of
learning and behavioral problems, improve instructional quality, provide all students with the
best opportunities to succeed in school, and assist with the identification of learning disabilities
and other disabilities.

Section 2. What is Response to Intervention?

RTI/MTSS is the process used by all educators to monitor student progress while providing high
quality instruction, evidence- based, and ongoing interventions matched to individualized
student needs.

There are four essential components of RTI/MTSS:

1. A school-wide, multi-level instructional and behavioral system for preventing school failure.
2. Screening.
3. Progress Monitoring.
4. Data-based decision making for instruction, movement within the multi-level system, and
disability identification (in accordance with state law).

Accommodation:​ A change in the conditions,​ but not the content. For example, listening to directions on a tape or taking an oral exam instead of written. The content remains the same.

 

Modification: ​A change in the actual content or amount of work. For example, doing 7 out of 10 questions or having a modified list of spelling words that are different from the other students in the class. Modifications most often are determined in ARD meetings for Special Education students.

 

Intervention: ​A process of using evidence-based researched instruction to increase learning and improve performance to achieve adequate progress toward goals. It should be different and in addition to core curriculum instruction. Intervention should be frequently monitored to evaluate student’s progress toward a specific learning goal.