MTSS/RTI and Assessment Loop Notes

Goals are identified based on assessments conducted by the school psychologist, informed by input from multiple sources: nursing, teachers, parents, and the evaluation team.
Once the assessment package is compiled, the school psychologist identifies the pieces that truly need supports for the student.
The instruction and learning component is adapted and modified so the student can access the general education curriculum at the level they need.
Towards the end of the course, focus shifts to the evaluation piece of special education: once goals are identified and supports are planned, determine how to evaluate progress and which assessments will show goal attainment.
If a student is not reaching goals, reteaching or additional supports and services are provided to promote success.
The instructor acknowledges potential confusion and invites questions to ensure understanding.

Assessment loop relies on a collaborative data-gathering process involving:
- School psychologist
- Nursing input
- Teacher input
- Parental input
The ultimate goal is to use the collected data to tailor supports and services to the individual student.

There are two variations of programs used by different schools, with essentially the same purpose but differing in names or minor implementation details.
MTSS stands for Multi-Tiered System of Support. It differentiates instruction based on data collected about students in need, with the aim of providing supports to meet their needs on an individual basis and promoting progress over time.
RTI stands for Response to Intervention.
The core idea of MTSS/RTI is data-driven decision making: monitor progress over time, and if progress is lacking, adjust supports and services and/or escalate to the team for revised decisions.
When progress is insufficient, the information is brought back to the team to decide the next steps for the student.
MTSS and RTI operate together to ensure students receive appropriate supports before referrals to more intensive services.

Differentiation of instruction is based on ongoing data collection about student performance.
The goal is to see progress over time; if progress is not observed, additional supports and services are provided.
If progress remains inadequate, the data are used to decide next steps with the team.

RTI is organized into three tiers; the transcript explicitly references three tiers, with a detailed description provided for Tier 1.
Tier 1: Universal instruction for all students using the same curriculum and activities; instruction and interventions are similar to ensure all students have access to the core curriculum.
If Tier 1 progress monitoring indicates students are not progressing adequately, interventions are adjusted or intensified to better support those students.
Note: The transcript mentions two types of progress monitoring and provides an example for Tier 1, but does not elaborate on Tier 2 and Tier 3 specifics within this excerpt.
The two main progress-monitoring approaches mentioned are:
- Mastery measurement
- Curriculum-based measurement
These approaches are used for ongoing progress monitoring throughout the RTI process.

Mastery measurement: Focuses on whether students have achieved specific defined targets or competencies.
Curriculum-based measurement (CBM): Uses measures tied to the curriculum to assess progress, often through regular brief assessments in core skills.
A common example of mastery measurement cited is DIBELS (Dynamic Indicators of Basic Early Literacy Skills), used to assess experiences and progress in early literacy.
Progress monitoring is applicable to all learners, not just those in elementary settings.

MTSS/RTI considerations extend beyond academics to social, emotional, and behavioral domains.
Assessments in these domains can include standardized tools like BASC-4 (Behavior Assessment System for Children, 4th Edition), used by school psychologists.
BASC-4 is a behavior rating scale (and scales) distributed to teachers to gather a multi-informant view of behavior.
The framework supports a holistic view of student needs and informs supports beyond traditional academics.

BASC-4 is used to assess behavioral functioning and related issues across multiple settings, providing standardized ratings from teachers and other informants.
The results help identify behavioral, social, and emotional factors that may affect learning and require targeted interventions.

The assessment loop emphasizes collaboration among professionals, families, and students to create effective, individualized support plans.
Data-driven decision making ensures interventions are responsive to a student’s progress rather than relying on a single data point.
The framework supports inclusion by enabling access to the general education curriculum with appropriate supports rather than defaulting to separate programming.
Progress monitoring informs whether reteaching or refinement of supports is necessary to achieve educational goals.

The presenter invites questions to clarify concepts and ensure understanding of MTSS/RTI and related assessment practices.

MTSS: $2$ -tiered terminology; stands for Multi-Tiered System of Support.
RTI: $2$ -Tiered terminology; stands for Response to Intervention.
DIBELS: example of mastery-based progress monitoring for literacy.
CBM: Curriculum-Based Measurement, a progress-monitoring approach.
BASC-4: Behavior Assessment System for Children, 4th Edition, a behavioral rating tool used by school psychologists.