Multi-Tiered System of Supports (MTSS)

At SCRED, we see MTSS as a model used by school staff to most effectively and efficiently meet the academic and social behavioral needs of all students they serve. Three main components are critical for implementation of an RtI model:

Assessment: We advocate for regular screening for all students on important academic and social behavioral outcomes. For those identified as at risk, additional diagnostic assessment for the purpose of instructional planning is warranted, as is frequent progress monitoring to inform progress.  Click here for additional information.

Instruction: RtI is based on the premise that the implementation of a robust core curriculum will result in a significant decrease in numbers of students identified as at risk. Layered on top of this core instructional program (Tier 1) is a cascade of services designed to meet the needs of all students at risk. These intervention services range from standard treatment protocols using scripted materials for groups of students, to highly individualized instruction for a single student. Either way, and as with core instruction, fidelity of implementation is key. Click here for additional information.

Problem Solving & Organization: The final component of an RtI model refers to the organizational systems put in place by schools in order to provide flexible services to students, and to the system of ongoing communication regarding instructional needs for all students. We support a consistent 5-step problem solving process, used by building teams to intervene at the systems, small group, or individual student level. Click here for additional information.

Response to Intervention Links
National Center on RtI
RtI Action Network
Heartland AEA IDM
Illinois ASPIRE

RtI Self Evaluation
SCRED RtI Self Evaluation Document 2011

Information for Schools
SCRED RtI Frequently Asked Questions 2014 - 2015

Information for Families
RtI Overview for Families