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MTSS/RTI: Mathematics, All of my information was obtained from: The IRIS…
MTSS/RTI: Mathematics
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Any changes to the established implementation procedures could negatively affect the effectiveness of a school’s RTI efforts. By conducting fidelity checks regularly (e.g., three times per year), administrators or RTI coordinators can identify whether staff have altered or strayed from the established procedures. As is outlined in the table below, fidelity checks consist of three variables:
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Data-Based Decisions
The process of initiating instructional supports often begins with a universal screening. At each subsequent level of instruction, progress monitoring data is collected to determine the progress of struggling students.
The same progress monitoring data can also be used to determine whether the teacher needs to make an instructional change: discontinuing a given level of instruction, receiving another round of intervention, or receiving more intensive instruction.
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Progress Monitoring
One common type of progress monitoring is curriculum based measurement (CBM), sometimes referred to as general outcome measurement (GOM). These assessments are useful because:
Tests (sometimes referred to as probes or measures) take only a few minutes to administer and score and may be given to groups of students.
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Probes, administration, and scoring are standardized to produce reliable and valid results.
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Graphs of each student’s scores offer a clear visual representation of her or his academic progress.
Effective instruction is a cornerstone of the RTI framework.When teachers implement high-quality instruction at the primary level, inadequate instruction can be ruled out as a reason for students’ poor mathematics performance. Students who do not respond to this instruction should receive more intensive supports.
To implement high-quality instruction, teachers need to create a classroom environment conducive to learning. They can accomplish this by establishing a comprehensive behavior management plan that clearly outlines rules and procedures. They should hold high expectations for all students and use a range of instructional strategies and supports.
Because student behavior strongly impacts academic performance, it is important to have a system of supports in place to address behavior challenges. Positive behavioral intervention and supports (PBIS) is a framework for providing a multi-tiered system of support that can address such challenges.
RTI is a type of multi-tiered system of support (MTSS) for delivering support through increasingly intensive levels of instruction that are matched to students’ needs and based on data.
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