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 Behavior interventions and supports
MTSS- Multi-tiered systems of supports

http://www.rti4success.org/
https://www.pbis.org/school/rti
http://www.kansasmtss.org/

2. What are Tiers

in RTI/MTSS?

A multi-tier approach is three different levels used

to efficiently differentiate instruction for all students.
The model incorporates increasing intensities of
instruction offering specific, research-based
interventions matched to student needs.

http://www.rti4success.org/resource/essenti
al-components-rti-closer-look-responseintervention

3. What are some

benefits of RTI?

Prevention, identification, maximize student

achievement, and reduce challenging behaviors

http://www.rti4success.org/sites/default/file
s/rtiessentialcomponents_042710.pdf

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

1) students learn more quickly because they are

receiving more appropriate instruction; 2) teachers
make more informed instructional decisions; 3)
documentation of student progress is available for
accountability purposes; 4) communication improves
between families and professionals about student
progress; 5) teachers have higher expectations for
their students; and, in many cases, 6) there is a
decrease in special education referrals.

http://www.rtinetwork.org/learn/research/pr
ogress-monitoring-within-a-rti-model

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?

Evidence based interventions are implemented for

students who do not respond only to tier one
supports. In tier 2, these interventions are typically
of moderate intensity and/or prevention and
matched to the individuals learning abilities. For
children not responding to these, often small group,
interventions, they move on to tier 3, where more
individualized interventions are provided on in
addition to tiers 1 and 2.

http://www.rti4success.org/sites/default/file
s/rtiessentialcomponents_042710.pdf

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

Special educators should take part in implementing

the framework within the school and make decisions
regarding appropriate interventions and intensities
for the students. With increasing intensity of
interventions, special educators may be used for
implementing the interventions with the student.

http://www.rti4success.org/sites/default/file
s/rtiessentialcomponents_042710.pdf

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

The key players in this collaborative effort are all of

those who have expertise relevant to student
learning, including, but not necessarily limited
to:General education classroom teachers

Special education classroom teachers

Title I and support personnel

Building level/district administrators

Reading specialists/literacy coaches

http://www.rtinetwork.org/getstarted/builds
upport/creating-shared-language-forcollaboration-in-rti

M4: MTSS Web Scavenger Hunt Assignment Table

Question

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

Your Answer

Speech language pathologists

School psychologists

ESL teachers

State and national agencies

Parents and families

Students

Link Where You Found Your Answer

Collaboration between special educators and other

school professions is the joining of forces, pooling of
resources, and sharing of expertise order to meet
shared goals for instruction and assessment.
Special educators have often been viewed as
educators with a specific set of skills and underlying
knowledge who teach students requiring specialized
instruction. Special educators may be expected to
use interventions that may or may not be linked to
the general education curriculum and they may be
accustomed to monitoring progress with data that
general educators do not understand or appreciate.

http://www.rtinetwork.org/getstarted/builds
upport/creating-shared-language-forcollaboration-in-rti