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Response to Intervention (RTI) is a process used in schools to help students who are struggling with a subject or skill. It involves providing early, systematic assistance to students and monitoring their progress closely to see if they are improving. RTI aims to identify and help students before they fall far behind.

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Multi-Tiered System of Supports (MTSS) is a comprehensive framework designed to meet the needs of all students. It integrates academic, behavioral, and social-emotional supports for students at varying levels of need. MTSS operates on the premise that educational support should be dynamic and adaptive, responding to students as their needs change.

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Essential Components of MTSS | Center on Multi-Tiered Systems of Support

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A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students social, emotional, and behavior needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention, social and emotional learning, and positive behavioral supports necessary to ensure positive outcomes for districts, schools, teachers, and students. The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision making. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.

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Special Education (SPED) refers to customized educational services provided to students with disabilities. SPED aims to meet their unique needs and provide them with equal opportunities to learn and succeed in school. This encompasses a wide range of services and adjustments, from modified teaching methods to the provision of specific resources.

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Special education refers to a range of services to help kids with disabilities learn and make progress in school. Explore this guide to special education basics.

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RTI is implemented in multiple tiers, starting with whole-class instruction. If a student struggles, they move to small group interventions (Tier 2), and may eventually receive one-on-one support (Tier 3) if needed. The idea is to escalate the level of support based on the student's response to interventions.

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What is Response to Intervention (RTI)? | RTI Action Network

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Learn more about how Response to Intervention (RTI) helps students succeed.

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MTSS is characterized by its tiered approach, similar to RTI but broader, incorporating academic, behavior, and social-emotional learning. Schools start with high-quality instruction accessible to all students. They then provide targeted support for those who need more help, with a strong emphasis on data to drive decisions about who needs additional support and what type.

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Understanding the essential components of MTSS is an important part of its implementation, but research suggests effective implementation is a major challenge for educators. Successful implementation of MTSS demands ongoing planning, continuous improvement, and sustaining and expanding efforts. Teams must examine current capacity and readiness, develop plans for ongoing professional learning, create structures and processes, conduct ongoing evaluation and review of implementation to inform continuous improvement, and engage stakeholders as partners in the work.

Click on the phases below to find tools and resources to support planning for success, implementation, and sustaining and expanding implementation.

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Understanding the essential components of MTSS is an important part of its implementation, but research suggests effective implementation is a major challenge for educators. Successful implementation of MTSS demands ongoing planning, continuous improvement, and sustaining and expanding efforts.

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Special Education services are tailored to the individual needs of students with disabilities, determined through a detailed evaluation process. An Individualized Education Program (IEP) is developed for each student, outlining specific goals, accommodations, and services. Parent involvement is crucial in this process, ensuring that the education provided aligns with the student's needs and potential.

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Page 3: The IEP Process

Recall that the purpose of the procedural requirements is to make certain that the IEP process is followed in order to develop high-quality IEPs. Before they begin this process, however, educators should be familiar with some basic information about pre-referral practices and the guiding principles behind IDEA.

Pre-Referral

When a child exhibits learning or behavior difficulties, teachers first try to determine whether systematic changes to instruction or other aspects of the learning environment are sufficient to address them. This is referred to as the pre-referral process, a team-based approach many schools use to help classroom teachers implement interventions for students with academic or behavioral problems. For some students, these minor changes are enough, and no further interventions are required. For others, though, the pre-referral process leads to a formal referral to be evaluated for special education services. (To learn more about the pre-referral process, see the link to the IRIS Module listed in the IEP Toolbox at the bottom of this page.)

The Six Guiding Principles of IDEA

The guiding principles of IDEA provide overarching guarantees to students with disabilities and their families that must be adhered to during the IEP process. There are six guiding principles, some of which were introduced on earlier pages but are described in more detail below.

1. Complete, individualized evaluation: All areas of the suspected disability must be assessed, including any specific parental concerns. The results of this assessment must be comprehensive enough to identify all of the student's relevant academic and functional needs in order to guide future instructional decisions.

2. Free appropriate public education (FAPE): Each eligible student with a disability-one whose disability adversely affects school performance-is entitled to FAPE that is individualized to meet his or her unique needs and provided in conformity with that student's IEP.

3. Individualized education program (IEP): An IEP is a written statement of the special education services provided to meet the unique needs of a student with a disability between the ages of 3 and 21. The IEP, a blueprint of the student's FAPE, is developed in collaboration with the student's parents.

4. Lea st restrictive environment (LRE): FAPE is to be provided alongside peers without disabilities in the general education settings to the greatest extent possible. Removal from the general education setting should only occur in instances when the nature or severity of the disability is such that an appropriate education cannot be satisfactorily achieved in that setting, even with the use of supplementary aids and services.
least restrictive environment (LRE)
One of IDEA's six guiding principles; requires that students with disabilities be educated with their non-disabled peers to the greatest appropriate extent.

5. Parent participation: The most basic of IDEA's requirements is that parents are full and equal participants with the school district personnel on their child's IEP team-a group that includes a variety of education professionals, the student's parents, and the student, when appropriate.

6. Procedural safeguards: In addition to the right to active participation, parents have additional rights that include:

Giving informed written consent for their child to be evaluated, and to seek an independent evaluation if they feel compelled to do so

Access to their child's educational records

Dispute resolution through steps that can include state complaint, mediation, a resolution session, and/or a due process hearing

Explanation of these rights in writing, and in their native language when possible

These guarantees are included in IDEA to ensure that each student with a disability receives the individualized FAPE to which he or she is entitled. To satisfy the requirements of the law, these provisions must be adhered to throughout the IEP process.

Alphabet Soup

The field of special education uses so many acronyms, it can sometimes feel like trying to read a bowl of alphabet soup. Look for the IRIS soup can throughout this module for a quick review of some of these acronyms and the words or phrases for which they stand. Below are the ones we covered on this page.

LRE: least restrictive environment

Steps of the IEP Process

As we pointed out above, IDEA provides overarching guarantees to students with disabilities and their parents that are intertwined with the IEP process. The IEP process involves a series of formal steps, each with clear guidelines on how and when the IEP should be developed. By following this overall process, schools abide by the procedural requirements of IDEA. These steps are briefly outlined in the table below.

The student is referred for a formal evaluation, usually by school personnel or her parents. The student's parents must give written, informed consent. That is, they must understand that they are allowing their child to be evaluated to determine whether she has a disability that affects educational performance.

Evaluation

Timeline: The evaluation must be conducted within 60 days of receiving parental consent or within state established timelines.

This initial comprehensive, individualized assessment of the student is conducted in all areas of concern, including both academic and functional performance.

The data collected during this step form the foundation upon which the IEP will be developed. As such, its importance cannot be overstated.

Eligibility Determination

At this point, the student's evaluation results are reviewed with an eye toward answering a pair of key questions:

1. Does the student have a disability?

2. Does that disability affect the student's academic and/or functional performance to such an extent that she requires special education services?

If the answer to both these questions is "yes," the student is considered eligible for special education services.

IEP Development

Timeline: The meeting must be conducted within 30 days of the eligibility determination.

When a student meets the eligibility criteria, the IEP team develops the IEP. The IEP team determines and documents:

The student's academic and/or functional needs, as identified in the evaluation

Measurable annual goals that are reasonably calculated to enable the student to make meaningful progress

The services and supports the student will receive, and:

Which education professional(s) will provide them

The frequency and duration of services

The setting(s) in which the services will be delivered, sometimes referred to as placement

The method and timeframe for monitoring the student's progress

The mode and frequency for communicating the student's progress to her parents

For more information about the required members of the IEP team, view this handout: IEP Team Members

IEP Implementation

Timeline: The implementation must take place as soon as possible after the IEP is developed.

Education professionals provide the special education supports and services to the student as outlined in the IEP. If the student does not make appropriate progress, the IEP team meets to determine possible reasons for her lack of progress, and makes adjustments accordingly.

Annual Review

Timeline: The annual review must occur within 12 months following the development of the previous IEP.

The student's progress toward meeting her IEP goals is to be evaluated annually, unless the IEP team and the student's parents agree otherwise. At this time, the student's current performance, progress, needs, and placement are revisited and her IEP updated accordingly.

Re-evaluation

Timeline: The re-evaluation must occur at least once every three years.

The student must be re-evaluated every three years, unless the IEP team members and the student's parents agree otherwise. The purpose of the re-evaluation is to determine whether she is still eligible for and requires special education services. This usually entails another comprehensive, individualized evaluation (see Evaluation Step).

Note: The timelines described above are those specified by IDEA. State officials may develop state-specific timelines that shortens the process, but they cannot lengthen it. The only exception is the evaluation timeline; a state can have an evaluation timeline that is longer than 60 days, which some states base on calendar days and others on school days.

Though IDEA requires states to meet its requirements, the law does allow states to interpret, apply, and pass their own laws regarding students with disabilities. State special education laws are not allowed to contradict or provide less than what IDEA stipulates; however, they can provide more. In cases in which state laws exceed IDEA's protections, special educators in the state must follow those laws. For example, IDEA requires that secondary transition planning be part of the IEP process when a student turns 16. In South Carolina, however, state law requires that transition planning must be included no later than the first IEP to be in effect after the student turns 13, while Tennessee requires this by age 14. Special educators must adhere to their state's age requirement for transition planning.
secondary transition
The transitional stage in which students exit secondary education and enter the world of postsecondary education or employment as adults.

To help administrators, teachers, and parents understand and adhere to their state's special education laws, most states publish guides to special education that can be found on their Websites. In addition, all states have an OSEP-funded Parent Training and Information Center (PTI) that can provide this information.

This toolbox describes additional resources related to the information presented on this page. These resources are provided for informational purposes only for those who wish to learn more about the topic(s). It is not necessary for those working through this module to read or refer to all of these additional resources to understand the content.

This IRIS Module highlights the benefits of the pre-referral process and outlines the six stages most commonly involved in its implementation.
Find Your Parent Center
The Center for Parent Information & Resources (CPIR) hosts an interactive site that can be used to identify the Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) for each state and territory.

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Recall that the purpose of the procedural requirements is to make certain that the IEP process is followed in order to develop high-quality IEPs. Before they begin this process, however, educators should be familiar with some basic information about pre-referral practices and the guiding principles behind IDEA.

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Parents play a critical role in the RTI process by monitoring their child's progress, participating in meetings, and implementing recommended strategies at home. Communication with teachers and other school staff is vital to ensure a cohesive approach to supporting the student's learning.

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The Role of Parents/Family in Response to Intervention – Learning Disabilities Association of America

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IDEA 04 offers states and localities the option of using “a process that determines if the child responds to scientific, research-based intervention as part of the evaluation process…,” but it does not require that states or districts use Responsiveness-to-Intervention, often shortened to RTI. Altho…

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In the MTSS framework, parent involvement is essential for the success of interventions. Parents are encouraged to be proactive, participating in screenings and assessments, engaging in decision-making processes, and using school resources to support their child's learning at home.

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Schools are committed to helping all children succeed. They have many ways to help children learn and to ensure those who need additional supports are successful. The Multi-Tier System of Supports (MTSS) is one way schools provide those supports. This page reviews the basic components of any MTSS process and includes questions you might want to ask your child's school to learn more about their MTSS process. Also included are ways you can get involved in the process and what to do and where to go if you have questions or concerns.
What is MTSS?
MTSS is a multi-step process of providing instruction and support to promote the academic and behavioral success of all children. Individual children's progress is monitored and results are used to make decisions about further instruction and intervention. MTSS is most commonly used in addressing reading, math and behavior, but it can also be used in other areas. The MTSS process is flexible and designed by school districts to meet the needs of their students.
What does the MTSS process look like?
The MTSS process typically has three tiers. Each tier provides differing levels of support.
Academics

In Tier I, all students receive high quality curriculum and instruction in the general education classroom. The teacher assists all students.

In Tier II, the school provides supplemental instructional support, usually in small groups, to students who need additional support to what they are receiving from the general curriculum.

In Tier III, intense instructional support is provided to students with the greatest needs, with frequent progress monitoring.

Behavior

In Tier I, all students are explicitly taught positive behavioral expectations. All teachers use a consistent approach to discipline.

In Tier II, the school provides supplemental targeted behavioral skill interventions usually in small groups.

In Tier III, student centered planning is used to develop customized interventions with frequent progress monitoring.

What are the key components to any MTSS process?
A key component to the MTSS process is that all children receive high quality curriculum and instruction in the general education classroom (Tier I).

Another component of the MTSS process is that the school conducts universal screenings. Universal screenings review the progress of all students, these screenings are typically given three times a year. Universal screenings help schools identify students who may need more support or other types of instruction.

As a result of universal screening, students may be identified as needing supplemental instruction (a Tier II level of support) in addition to the high quality instruction they are receiving in Tier I. Research based interventions are used to support students in the area of need. Research based interventions are teaching strategies or methods that have been proven to be effective in helping children be more successful with academics or behavior. There are many different kinds of interventions and instruction that can happen in the classroom, outside the classroom or in small groups.

Another key component to the MTSS process is progress monitoring. Progress monitoring is a way for teachers to take a snapshot of how children are doing on a specific skill. It shows how well the intervention is working. It includes observations, tests, and other formal and informal assessments. Progress monitoring helps determine whether an intervention is successful or needs to be adjusted.
Formal guidelines for progress monitoring should be developed by the school that detail how long a child will receive a particular intervention and how they will determine whether the intervention is helping the child.
When the child meets the goals developed by the school, the intervention is no longer needed and the child continues to receive support in the general education classroom. When progress monitoring shows that a child is not responding to the intervention another approach or intervention may be tried. However, when a higher level of support is needed, children are given individualized instruction which further focuses on supporting the skills they need to be successful learners (Tier III).
What if I think my child needs special education services?
If at any time parents believe their child has a disability/exceptionality and needs special education services, they have a right to request an evaluation for these services. In addition to the information gathered from assessments and interventions during the MTSS process, other forms of evaluation must occur to determine if a child is eligible to receive special education services. Parents must give prior written consent before this evaluation is conducted.
Request a formal evaluation for special education services if you suspect your child has a disability/exceptionality and needs these services. What questions can parents ask to learn more about how MTSS works in their child's school?

What curriculum is being taught in my child's classroom?

What are the targeted interventions that my child's school is using if he/she is struggling in the classroom?

What are the formal guidelines my child's school is using for progress monitoring?

How will I be informed of the progress my child is making?

What happens if an intervention is not working? Parents play a critical role in supporting what their children are learning in school. Research shows that the more parents are involved in student learning, the higher the student achievement.
There are many ways parents can support what their child is doing in school. Here are a few:

Make reading an everyday habit at home

Communicate with your child's teacher

Monitor and assist with homework assignments

Ask for regular monitoring reports

Share your child's successes

Learn more about the curricula and interventions being used in your child's school

Attend parent/teacher conferences and other school meetings about your child

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A Family Guide to Multi-Tier System of Supports (MTSS)

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Schools are committed to helping all children succeed. They have many ways to help children learn and to ensure those who need additional supports are successful. The Multi-Tier System of Supports (MTSS) is one way schools provide those supports.

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Navigating the SPED system can be daunting for parents, but engagement is key. Being involved in your child's education means advocating for their needs, participating in the development of the IEP, and working closely with educators to ensure that your child receives the support they require to succeed.