M4: MTSS Web Scavenger Hunt Assignment Table

Instructions: Complete the following table as you conduct your Web scavenger hunt. Upload it to the Assignments
section when you are finished.

Question

Your Answer

Link Where You Found Your Answer

1. What do the
acronyms RTI,
PBIS, and MTSS
stand for?

RTI = Response to Intervention

PBIS = Positive Behavioral Interventions & Supports
MTSS = Multi-Tiered System of Support

http://www.rtinetwork.org/learn/what
https://www.pbis.org/school/rti
http://www.rti4success.org/essential-componentsrti/multi-level-prevention-system

2. What are Tiers in

RTI/MTSS?

3 levels/tiers of increasingly intense supports, aimed at

increasing student achievement and preventing
unnecessary referrals for Special Education Services.
Tier 1 - Primary: High-Quality Classroom Instruction,
Screening, and Group Interventions
Tier 2 - Secondary: Targeted Interventions
Tier 3 - Tertiary: Intensive Interventions and
Comprehensive Evaluation

http://www.rtinetwork.org/learn/what/whatisrti
http://www.rti4success.org/essential-componentsrti/multi-level-prevention-system

3. What are some

benefits of RTI?

Progress Monitoring that informs Effective Instruction

Early, accurate evaluations - part of the screening process
Early, Timed Interventions as for students that need it
Reduces unnecessary referrals to Special Education
Parent Involvement in the Process
Rigorous and Relentless Instruction for ALL students
Students who would otherwise have discipline referrals
spend more time in class getting needed instruction than

http://www.nasponline.org/resources/factsheets/rtipr
imer.aspx
http://www.kansasmtss.org
http://www.rti4success.org/essential-componentsrti/progress-monitoring
https://www.pbis.org/school/primary-level/faqs

4. Why is progress
monitoring important
in RTI/MTSS
models?

Eliminates the wait to fail situation and provides early

detection of at risk students
Provides continuous data that drives instruction aimed at
closing and preventing achievement gaps, both
academically and behaviorally, to see if interventions and
supports are working as expected.

http://www.nasponline.org/resources/factsheets/rtipr
imer.aspx
https://www.pbis.org/school/rti

M4: MTSS Web Scavenger Hunt Assignment Table

Question

Your Answer

Link Where You Found Your Answer

5. What role do
evidence-based
interventions play in
RTI/MTSS?

All students receive high-quality, research-based

instruction in the general education classroom. This could
really extend to the Special Education Classroom when
necessary as well, as ALL interventions ought be
research-based and of high-quality.
Timed interventions (usually 8 weeks or less), lead to data
driven instruction and measurable results that are
communicated to families in collaboration with educators.

http://www.rtinetwork.org/learn/what/whatisrti
http://www.nasponline.org/resources/factsheets/rtipr
imer.aspx
http://www.kansasmtss.org/overview.html

6. What roles do
special educators
play in RTI/MTSS
models?

As RTI is not a pre-referral system, Special Educators

may examine data and help provide resources for
teachers giving in-class T1 and T2 supports, but ultimately
special educators are most involved in the evaluation
process leading into T3 when absolutely warranted, and
may provide the most intensive supports at that tier.

http://www.rti4success.org/sites/default/files/webina
rJan2011_0.pdf
http://www.rtinetwork.org/learn/what/whatisrti

7. With whom do
special educators
collaborate when
working under
RTI/MTSS models?

When T1 and T2 supports are insufficient and T3 is

considered, special educators will meet to review data
collected by general education teachers (evaluation
process).
If T3 is necessary, Special Educators will meet with
families, general education teachers, and other school,
district, and specialists to plan and implement T3 supports

http://www.rtinetwork.org/learn/what/whatisrti
http://www.kansasmtss.org/faq.html

8. Why do special
educators have to
collaborate with
multiple school
personnel in
RTI/MTSS models?

In general education classrooms and Self-Contained

settings, push-in models are preferred, and service
providers (reading/math specialists, SLP, ABA, OT, etc.)
must coordinate with Special Education teachers, families,
school administration, and sometimes other agencies to
monitor, share, and adjust data to continually inform
instruction in a manner that optimizes education and
revisits the need for Special Education services.
Additionally, Special Educators may be involved in T2 to
prevent the need for Special Education services.

http://www.rtinetwork.org/essential/tieredinstruction/
tier3/distinguishing-between-tier-2-and-tier-3instruction-in-order-to-support-implementation-of-rti
http://www.rti4success.org/sites/default/files/rtiesse
ntialcomponents_042710.pdf
https://www.pbis.org/school/tertiary-level/tertiaryfaqs