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SWIFT Education Center is Leading the nation in Equity-based Multi-Tiered System of Support education research and services.

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Browse Professional Development Content :: Digital Chalkboard

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Browse Professional Development Content :: Digital Chalkboard

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Browse Professional Development Content :: Digital Chalkboard

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Multi-Tiered System of Supports - Curriculum Resources (CA Dept of Education)

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Multi-Tiered System of Supports - Curriculum Resources (CA Dept of Education)

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View a quick primer video on MTSS (Video; 3:27), created by the Orange County Department of Education (OCDE), for an overview of MTSS.

RTI², PBIS, and MTSS

MTSS, Response to Instruction and Intervention (RtI²), and Positive Behavioral Interventions and Supports (PBIS) are often spoken of synonymously, and for those new to MTSS, it can be difficult to determine what people mean when these terms are used interchangeably. It is important to keep in mind, though, that MTSS is a framework for aligning resources and initiatives; it is a method of organization. As such, MTSS encompasses both RtI² and PBIS, and systematically addresses support for all students.

Since MTSS is a framework that brings together both RtI² and PBIS and aligns their supports to serve the whole child, it also relies on data gathering through universal screening, data-driven decision making, and problem solving teams, and focuses on content standards. MTSS aligns the entire system of initiatives, supports, and resources, and implements continuous improvement processes throughout the system.

In particular, MTSS assists LEAs in:

Promoting LEA participation in the focus to align the entire system of initiatives, supports, and resources

Relying on a problem-solving systems process and method to identify problems, develop interventions, and evaluate the effectiveness of the intervention in a multi-tiered system of service delivery

Transforming the way LEAs provide support and setting higher expectations for all students through intentional integration of instruction and intervention services and supports so that systemic changes are sustainable and based on standards-aligned classroom instruction

Endorsing Universal Design for Learning instructional strategies so that all students have opportunities for learning through differentiated content (i.e., teachers reacting responsively to a learner's needs), processes, and products

Challenging all school staff to change the way in which they have traditionally worked both in and out of the classroom

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn and excel, including students of poverty, those who are gifted and high achievers, students with disabilities, English learners, and students from all ethnicities evident in the school and LEA cultures

Implementing a collaborative approach to analyze student data and work together in the intervention process

RtI² is an approach that focuses on individual students who are struggling academically and pulls together resources from the LEA, school, and community to promote students' success before they fall behind. It is systematic and data-driven with tiered levels of intervention to benefit every student.

PBIS is an approach that focuses on the emotional and behavioral learning of students, which leads to an increase in engagement and a decrease in problematic behavior over time. It assists the LEA in adopting and organizing evidence-based behavioral interventions that improve social and emotional behavior outcomes for all students.
So, while RtI² focuses on academics and PBIS focuses on social and emotional learning, MTSS encompasses them all. It acts as a way of organizing supports within an LEA so that both the academic side and the social-emotional-learning side are aligned to serve the whole child.
Statewide Initiative

The focus of the Scaling Up MTSS Statewide (SUMS) Initiative is to develop resources for MTSS within an LEA that align the academic, behavioral, and social-emotional supports in an LEA in order to serve the whole child. It involves family and community engagement, administrative leadership, integrated education frameworks, and inclusive policy and practice.

Background

In 2015, Assembly Bill 104, Chapter 13, Statutes of 2015, appropriated $10,000,000 for Developing, Aligning, and Improving Systems of Academic and Behavioral Supports (ISABS). The CDE conducted a competitive grant process and awarded the funds to the OCDE for their SUMS proposal. In 2016, an additional $20,000,000, appropriated by Senate Bill 828, Chapter 29, Statutes 2016, augmented the original grant award. The Budget Act of 2018 authorized an additional $15,000,000, appropriated by AB 1808, Chapter 32, Statues of 2018 and SB 840, Chapter 29, Statutes of 2018. This phase of the grant focuses on improving school climate statewide. The purpose of the full $45,000,000 is to encourage LEAs to establish and align schoolwide, data-driven systems of academic and behavioral supports to more effectively meet the needs of California's diverse learners in the most inclusive environment. The SUMS initiative enables the OCDE to develop and disseminate statewide resources and technical assistance for this purpose.

Additional information about the application process for the $45,000,000 is available below:

OCDE MTSS SUMS Funding

For the first two funding phases of the SUMS grant, the OCDE subcontracted with the Schoolwide Integrated Framework for Transformation (SWIFT) Technical Assistance Center at the University of Kansas and the Butte County Office of Education (Butte COE) to partner with the SUMS effort. The Butte COE shares SUMS professional learning resources through My Digital Chalkboard, and engages rural areas of the state to support their unique needs. SWIFT is a technical assistance center that builds school capacity to support all students both academically and behaviorally. The SWIFT staff supports the SUMS grant by providing technical assistance and professional learning opportunities to participating LEAs.

The OCDE has provided subgrants to LEAs to engage them in a process to assess their strengths, coordinate supports to their Local Control and Accountability Plans (LCAP) and align their MTSS efforts with the eight state priorities. The OCDE has distributed the grant funding into three separate cohorts with up to $6,000,000 awarded in each round of applications.

For the third and most recent funding phase of the SUMS grant, the OCDE and the BCOE will partner with the University of California, Los Angeles (UCLA) Center for the Transformation of Schools to expand the state's MTSS framework. Through this collaborative effort, they will develop evidence-based tools and training for educators and school systems. Their work will expand restorative justice, bullying prevention and positive behavior interventions and minimize the use of emergency interventions.

Their joint effort will also establish a pilot program to help LEAs to promote positive school climates by improving student-teacher relationships, increasing student engagement, and promoting alternative discipline practices.

Visit the OCDE's MTSS SUMS web page and the My Digital Chalkboard MTSS web page for more information about SUMS.

ISABS/SUMS Legislative Reports

ISABS Grant Annual Reports are required pursuant to AB 104 (Chapter 13, Statutes of 2015) and amended by SB 828 (Chapter 29, Statutes of 2016), beginning in the 2015-16 fiscal year and continuing until all grants funds are expended. Included in these reports are: an overview of the ISABS grant reporting requirements; a summary of the ISABS annual reports; and a copy of the annual reports, in their original form as submitted to the State Superintendent of Public Instruction by the OCDE. The ISABS Grant Annual Reports provide details regarding how the OCDE used the grant funds. The OCDE's fiscal reporting for each year includes an expenditure narrative, a budget narrative, and a budget detail report. The ISABS Annual Reports also include a description of how OCDE met the legislative requirements of the grant. These reports are available on the CDE's Multi-Tiered System of Support web page under the Statewide Initiative tab or directly through the following links:

Frequently Asked Questions for the SUMS Grant and Other Resources

Frequently Asked Questions
This CDE document provides answers to questions regarding the 2015-16 Request for Applications.

For additional information on the SUMS grant, contact Julia Agostinelli by phone at 916-322-9503 or by e-mail at jagostinelli@cde.ca.gov. The OCDE also has a Questions and Inquiries web page .

Training and Resources

Training

OCDE's Online Training Series
The OCDE has developed an online training series to help LEAs in building an MTSS framework. The training series can be found on the OCDE's web page .

Resources

These national and state web resources were selected on the basis of usefulness to beginning as well as advanced MTSS implementers in kindergarten through grade twelve contexts.

Guide to Understanding California MTSS
This guide provides an overview of MTSS in California (PDF).

MTSS Core Component Resources

1. MTSS Core Component Overview

2. MTSS Core Component 1: Differentiated Classroom Instruction

3. MTSS Core Component 2: Systemic and Sustainable Change

4. MTSS Professional Learning Module Website

Additional Resources

A Letter from State Superintendent of Public Instruction Tom Torlakson
MTSS introduction letter

Policy Briefs

These articles and policy briefs focus on MTSS and include examples of other state efforts.

Last Reviewed: Wednesday, March 11, 2020

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View a quick primer video on MTSS (Video; 3:27), created by the Orange County Department of Education (OCDE), for an overview of MTSS. MTSS, Response to Instruction and Intervention (RtI²), and Positive Behavioral Interventions and Supports (PBIS) are often spoken of synonymously, and for those new to MTSS, it can be difficult to determine what people mean when these terms are used interchangeably.

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Screening Tools Chart | Center on Response to Intervention

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Screening Tools Chart | Center on Response to Intervention

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Screening Tools Chart | Center on Response to Intervention

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This tools chart presents information about screening tools from annual reviews of screening tools by the Center's Technical Review Committee (TRC). The columns include ratings from our TRC members on the technical rigor of the tool and information about the efficiency of implementation. Click for Definitions of the technical standards.

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Integrating Academic and Behavior Supports: Universal Supports | RTI Action Network

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Integrating Academic and Behavior Supports: Universal Supports | RTI Action Network

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Focus on Universal Behavior

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Integrating Academic and Behavior Supports: Universal Supports | RTI Action Network

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Part 2: Universal Supports discusses the universal academic and behavioral reform that is needed to arrive at an integrated RTI model with a multi-tier system of supports.

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PDF

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Video for Middle School & H.S.

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RTI Action Network provides videos of online virtual visits to schools across the country, highlighting successful stories of RTI in the classroom.

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RTI in Secondary Schools: Is It on Your Radar Screen? | RTI Action Network

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RTI in Secondary Schools: Is It on Your Radar Screen? | RTI Action Network

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Ehren, B. J., Lenz, B. K., & Deshler, D. D. (2004). Enhancing literacy proficiency in adolescents and young adults. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.),

Additional Articles

Additional Resources

If you are a secondary educator or a parent of a teenager and you have heard of Response to Intervention (RTI), it has likely been in reference to activities in early elementary school, not in your middle, junior, or high school. There are exceptions, of course; you might be in the throes of figuring out how to implement it at your school. However, up to this point, the RTI focus has been on the primary grades. Across the country, educators are beginning to expand RTI to secondary schools; so, whether or not your school is presently implementing RTI, you will want to have it on your radar screen. The purpose of this article is to provide an orientation to RTI in secondary settings, rather than a detailed description of RTI. For in-depth descriptions, examples, and research about RTI, visit the Learn About RTI section.

The following definition of RTI sets the stage:

The RTI process is a multi-step approach to providing services and interventions to students who struggle with learning at increasing levels of intensity. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research-based instruction and/or intervention in general education, in special education, or both.
(National Center for Learning Disabilities, 2006, p. 1)

This article is structured around the following questions:

How does the rationale for RTI relate to secondary education?

What myths have to be dispelled to make RTI viable at secondary levels?

What opportunities does RTI afford middle, junior, and high schools?

What challenges exist with RTI at secondary levels?

What questions should you be asking?

How Does the Rationale for RTI Relate to Secondary Education?

RTI began as a new way to look at learning disabilities (LD) from two standpoints: a) preventing students who struggle with reading from being labeled as students with disabilities when the difficulties they are facing could be resolved by different or more intense instruction and b) providing an alternative to discrepancy formulas (achievement in comparison to IQ) for identifying students as having LD who instead need "specialized instruction" as required by federal law (the Individuals with Disabilities Education Improvement Act of 2004 [IDEA 2004]). In the latter case, the notion is that students who continue to have difficulty learning even after having received scientifically based instruction and supplemental intervention may have LD. (We should note that although reading problems provided the impetus for creating RTI approaches, in many places the approach has been expanded to include other academic and behavioral problems.)

It might seem odd to refer to prevention in secondary education, because by the time some students get to middle school, they already have a history of academic failure that often worsens in high school. Prevention has been a term typically used to address activities with younger children at risk for school failure. However, there are different ways to think about prevention with adolescents. One way is with respect to literacy. Because literacy is a key to academic success in secondary settings, difficulty in this area bodes ill for students learning academic subjects. By focusing on proficiency in listening, speaking, reading, and writing, educators can help students access content, thereby avoiding more global school failure.

Another way to think about prevention relates to avoidance of negative consequences of poor academic achievement, including failure to earn a diploma and dropping out of school. Other undesirable outcomes have more to do with personal and social consequences, such as low self-esteem, alienation, and antisocial behavior, including criminal activity. When construed in these ways, prevention, indeed, is germane to the education of adolescents.

What about the second aspect of RTI-the alternative to discrepancy formulas for identifying students as having LD? Partly because of the long-standing use of discrepancy formulas in schools, educators are likely to encounter struggling students in middle, junior, and high schools who have fallen through the cracks, that is, students who did not meet discrepancy criteria for LD identification in elementary school and who are now having serious problems in a secondary setting. In an RTI approach, such students who need more than good, scientifically based instruction might be sufficiently assisted with interventions in general education and not need special education. However, in the event that this is not enough, data documenting lack of sufficient progress in interventions outside of special education (i.e., lack of responsiveness to intervention) would provide evidence along with other evaluation data to support identification of such students as having LD.

In fact, this aspect of RTI is especially important at the secondary levels. Especially if students have had some help over the years, they may not evidence the kind of discrepancy needed for traditional eligibility requirements. A frustrating circumstance frequently reported by parents is that in an effort to help their children succeed, they seek outside tutoring that may insufficiently ameliorate academic problems but may be just effective enough to prevent them from meeting discrepancy eligibility criteria for special education.

What Myths Have to Be Dispelled to Make RTI Viable at Secondary Levels?

Middle, junior, and high schools are very different places from elementary schools and, in fact, are different from each other. To facilitate the development of beliefs, values, and a culture supporting RTI adoption, common myths have to be dispelled. Several myths related to adolescent literacy discussed by Ehren, Lenz, and Deshler (2004) can be adapted to the larger context of RTI:

Myth #1: It is fruitless to spend time and money on struggling adolescents because they have passed the point at which instruction or intervention can make a real difference.

Secondary educators may be less than enthusiastic about RTI implementation because they may be pessimistic about what can be accomplished with older students. They may think that struggling adolescents are beyond help and that significant problems, especially with literacy, should have been taken care of in elementary school. Surely, we would all love to see problems identified and ameliorated earlier than middle, junior, or high school. However, RTI at the elementary level is just now being implemented, often inconsistently, across the country, so it should not be surprising to find students in secondary schools who are struggling with literacy. Not only would it be unconscionable to give up on older students, but it would also be ill-informed. Evidence exists that intervention with them can be effective. (For example, see O'Connor & Bell, 2004; Scammacca, et al., 2007; Schumaker & Deshler, 1992; Vaughn, Klingner, & Bryant, 2001).

Myth #2: Instruction that works with young children will be equally effective for older students.

For secondary schools charting an RTI course, it would be a mistake to import wholesale the models, programs, and techniques from elementary school. We should not assume that instruction validated at the elementary school level will be effective in middle, junior, and high schools. For example, although we have learned much in recent years about emergent literacy intervention with young children, the same practices may or may not be effective with older students at beginning literacy levels. The unique learner and setting characteristics have to be considered in designing appropriate assessment and instructional approaches at secondary levels. Adolescents are not just bigger primary grade children, even though they may be reading at similar levels. Furthermore, middle, junior, and high schools are far different organizations from elementary schools; therefore, programs have to be tailored to those settings.

Myth #3: Literacy is not the job of secondary educators.

Although secondary-level RTI approaches may expand beyond a literacy focus, as has been the trend at the elementary level, no doubt literacy will continue to be a linchpin. This would make sense, because content mastery at the secondary level depends so much on literacy proficiency. A sticking point, however, is that secondary educators do not always see literacy as their role and often express the opinion that literacy should have been taught by elementary level teachers. An additional factor is that content literacy may not have been a part of many teachers' college preparation programs.

Secondary teachers have to recognize and accept their roles with literacy for all students, not just those who struggle; connections must be made between content mastery and content literacy. Furthermore, administrators need to promote a shared responsibility for academic achievement with literacy roots as a school-wide mission and foster a systematic approach to addressing student needs.

Myth #4: Little can be done for students who are not motivated to engage in learning.

It is certainly true that adolescents unmotivated to learn in school will not succeed. It is not true that nothing can be done about it. Motivation involves a complex set of issues that are not our focus here. (For more information on this subject, see Guthrie & Wigfield, 2000; Hock, Deshler, & Schumaker, 2005; Moje, 2006; Pajares & Urdan, 2005). Suffice it to say at this point, with respect to implementing RTI, that meeting students' individual learning needs can provide a boost that struggling adolescents need to persist in their efforts. Unmotivated, unsuccessful adolescents labeled as "lazy" may put forth greater effort if they are getting the help they need. Also, by participating in their own progress monitoring, they can track their own gains and find additional motivation in doing so.

What Opportunities Does RTI Afford Middle, Junior, and High Schools?

Educators who have seen school initiatives come and go can become jaded about "one more new thing" and may think of RTI in that light. On the other hand, they may think about the current success rates of all the students in their schools and consider whether RTI might hold some promise for addressing the challenges they face in educating adolescents.

Teachers are under enormous pressure to have students meet state standards in specific content areas. In an RTI context, focus on scientifically based instruction means that teachers will be encouraged to examine their teaching practices and to differentiate instruction to enhance student learning. Such attention on good, universal instruction will enhance teachers' success in helping students meet standards.

Students who struggle with content, especially those who cannot read the textbooks and other learning materials, may need more help than classroom teachers can give. An RTI approach can address in substantive ways the literacy problems inhibiting student success without overburdening content area teachers in the remediation of fundamental literacy skills. Different interventions would be available in a tiered RTI approach. For example if a student is far below grade level in reading, an intensive reading class, taught by a reading specialist may be available.

It has been a common practice in secondary schools to deliver the help that struggling students need by trying to make them eligible for special education programs. Not only is this solution more costly, but it also involves labeling an adolescent as a student with a disability, which he or she may not be. Not all students who need help will wind up qualifying for special education services, leaving many without assistance unless other options are available. When large numbers of students in a school are struggling, administrators must worry about whether the school will meet accountability requirements for adequate yearly progress. With RTI, schools will have a mechanism for helping students make the expected amount of progress. Furthermore, if students do need special education, they will not fail to qualify for services because they do not meet discrepancy criteria.

An additional opportunity is that an RTI approach implemented well may provide a systematic way for secondary schools to address the needs of all the students who come through their doors. Rather than depend on individual teachers or isolated programs, RTI will involve a coordinated effort across faculty. It provides a framework within which resources can be used wisely to provide student support and increase teachers' perception of their efficacy. RTI deals with increasingly intensive interventions for students-no one teacher or group of teachers is solely responsible. Implementation of a tiered approach to instruction and intervention means that a school acknowledges that one size does not fit all and that data can be used to make decisions about who needs what, how much, and when.

What Challenges Exist with RTI at Secondary Levels?

Many of the same challenges faced at the elementary level will also be faced at the secondary level. What increases the challenge at the secondary level is the complexity of the organization and the nightmare of scheduling, especially in high schools. The definition of tiers is an issue-who, what, how, and for how long? How intensive should the third tier be before it can be considered "specialized" and, therefore, more appropriately a special education service?

Developing structures to deliver intervention within the framework of middle, junior, and high school in ways that are palatable to adolescents can be difficult. For example, the one-on-one tutorial approach used in elementary schools during the school day may be disruptive to the operation of a typical middle or high school and may also be met with resistance from adolescents who would prefer not to be singled out. Other structures, such as a class within a class, a lab, before- or after-school programs, special elective courses, and co-teaching, may be considered.

Also, it is difficult (although not impossible) for secondary schools to promote flexible movement across tiers within a semester course schedule. Then, too, in high school there is the issue of credits; students must be sure to take the courses they need to earn a diploma. If a student needs substantial intervention, he or she may not be able to meet graduation requirements in the 4 years typically allotted for high school.

What Questions Should You Be Asking?

As you contemplate RTI at your school, the following questions may help to frame the conversation, along with some key responses to look for as positive signs of readiness to engage in an RTI initiative:

Do we believe that all students can learn?

Teachers have high expectations for ALL students.

Teachers describe differentiated instruction to meet the needs of learners in their classes.

"Laziness" is not frequently offered as an explanation of poor performance.

Is our school committed to scientifically based instruction?

Programs/techniques used are based on research with adolescents.

Instruction is differentiated for students.

A system for checking fidelity of instruction exists.

Assessment data are gathered and reviewed on a regular basis.

Classroom instruction changes as a result of data analysis.

Programs/classes are structured to meet the needs noted in assessment.

Students participate in different programs/classes based on assessment results.

Do we have a school wide approach to literacy?

Literacy assessment data are gathered on at least an annual basis.

For students experiencing reading difficulty, problems in comprehension, fluency and word recognition are identified.

The school improvement plan specifically addresses literacy.

Each teacher can explain her role with literacy.

Teachers are supported with high quality professional development that advances literacy in the content areas.

We offer a variety of services in varying degrees of intensity to address literacy needs.

When we address student literacy needs we differentiate, word recognition, fluency, and comprehension problems.

Who is involved in RTI at our school?

RTI leaders are from across general and special education.

Speech-language pathologists, school psychologists, reading specialists and literacy coaches are centrally involved.

All educators can explain the school's approach to RTI, as well as the rationale.

Parents understand their children's involvement in RTI at the school.

School level administrators are actively engaged in leading the effort and providing necessary resources.

© Student Success Initiatives, Inc., 2008. Used with permission.

Conclusion

It would be wonderful to hope that as RTI approaches are implemented more consistently at elementary (and in fact preschool) levels, we will see increasingly less failure at secondary levels. It would be foolhardy to assume, however, that because there is a focus on RTI at the elementary level, there is no need to attend to it in middle, junior, and high schools. Therefore, it is a good idea for educators and parents to keep RTI on their radar screens and to be oriented toward the following:

1. Explain how the rationale of RTI relates to secondary education.

2. Be prepared to dispel myths that would thwart RTI implementation.

3. Be encouraged by the opportunities RTI presents in secondary settings.

4. Be cognizant of, but undaunted by, the challenges of implementing RTI in middle, junior, and high schools.

5. Be prepared to ask key questions with an ear tuned to positive responses.

Handbook of language and literacy (pp. 600-625). New York: Guilford Press.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, R. Barr, P. Mosenthal, & D. Pearson (Eds.), Handbook of reading research: Volume III (pp. 403-424). New York: Longman.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2005). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 205-221). Hauppauge, NY: Nova.

Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, § 1400 et seq.

Moje, E. B. (2006). Motivating texts, motivating contexts, motivating adolescents: An examination of the role of motivation in adolescent literacy practices and development. Perspectives, 32(3), 10-14.

National Center for Learning Disabilities. (2006). A parent's guide to response to intervention. Retrieved July 7, 2007.

O'Connor, R., & Bell, K. (2004). Teaching students with reading disability to read words. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy (pp. 481-498). New York: Guilford Press.

References

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Ehren, B. J., Lenz, B. K., & Deshler, D. D. (2004). Enhancing literacy proficiency in adolescents and young adults. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.), If you are a secondary educator or a parent of a teenager and you have heard of Response to Intervention (RTI), it has likely been in reference to activities in early elementary school, not in your middle, junior, or high school.

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Leading the nation in Equity-based Multi-Tiered System of Support education research and services. Leading the nation in Equity-based Multi-tiered

Hear a student success coordinator talk about how SWIFT has helped her district build a vision and a plan for ...

Hear a district leader discuss how SWIFT provided district-level professional development.

Hear a building principal talk about how working with SWIFT helped her school to avoid repeating the mistakes of ...

System of Support education research and services.

Our strategies help leverage existing stuctures to improve student outcomes and learning conditions.

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SWIFT Education Center is Leading the nation in Equity-based Multi-Tiered System of Support education research and services.

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Content Home :: Multi-tiered System of Supports: A Comprehensive Framework for Implementing the California Common Core State Standards :: Digital Chalkboard

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Content Home :: Multi-tiered System of Supports: A Comprehensive Framework for Implementing the California Common Core State Standards :: Digital Chalkboard

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Content Home :: Multi-tiered System of Supports: A Comprehensive Framework for Implementing the California Common Core State Standards :: Digital Chalkboard

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Colleen Riley: What is a Multi-Tier System of Supports (MTSS)? - YouTube

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Colleen Riley: What is a Multi-Tier System of Supports (MTSS)? - YouTube

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State Director of Early Childhood Special Education and Title Services

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National Center on Intensive Intervention

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Colleen Riley: What is a Multi-Tier System of Supports (MTSS)?

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Colleen Riley, State Director of Early Childhood Special Education and Title Services in Kansas, shares that an effective multi-tier system of supports is designed to support students, educators, as well as parents, so that we come together and have an entire system of support for the school community.

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. [24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities.