Response to Intervention/MMTS
What is Response to Intervention?
RtI, or Response to Intervention, integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems. In other words, RtI allows schools to monitor and address your child’s learning and behavioral needs in real time to prevent poor learning outcomes. With RtI, schools identify students at risk for poor outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions based on whether students are making progress toward their end-of-year goals or need additional support. In addition, RtI may be used as part of the determination process for identifying students with specific learning disabilities or other disabilities.
- OSERS reminds SEAs and LEAs about previous guidance regarding the use of MTSS, including RTI, and timely evaluations, specifically that a parent may request an initial evaluation at any time to determine if a child is a child with a disability under IDEA (34 CFR §300.301(b)), and the use of MTSS, such as RTI, may not be used to delay or deny a full and individual evaluation under 34 CFR §§300.304-300.311 of a child suspected of having a disability.
- Participation or lack of participation in RtI CANNOT be the reason for denying or delaying an initial evaluation for Section 504 or Special Education Services. If you suspect your child has a disability, you may submit a written request to the campus for an evaluation.
- https://sites.ed.gov/idea/idea-files/osep-memo-11-07-response-to-intervention-rti-memo/ Under 34 CFR §300.307(a)(2)-(3), as part of their criteria for determining whether a child has a specific learning disability, states must permit the use of a process based on the child’s response to scientific, research-based intervention, and may permit the use of other alternative research-based procedures in making this determination
What is (MMTS) Multi-Tiered Systems of Support?
According to the Texas Education Agency, Multi-Tiered Systems of Support (MTSS) is a term that encompasses support for the whole child and takes into account academics, behavior, and social/emotional support. TEA has already begun using the term MTSS and will continue to help districts transition to this term. MTSS is the term that is being used more and more nationwide. Response to Intervention (RtI) is a term that you may continue to hear to describe academic supports under the larger umbrella of MTSS or you may listen to the term academic MTSS. These terms mean the same thing, including basic constructs (e.g., a tiered model, universal screening, progress monitoring, intensified intervention, data-based decision-making, etc.). Intervention Best Practices is one of our new Statewide Leadership Networks that began in the 2019-2020 school year.
WHEN SHOULD I REFER MY CHILD FOR A FULL AND INITIAL EVALUATION THROUGH SPECIAL EDUCATION?
- Before referral, students experiencing difficulty in the general classroom should be considered for all support services available to all students, such as tutorial; remedial; compensatory; response to evidence-based intervention; and other academic or behavioral support services.
- If the student continues to experience difficulty in the general classroom after the provision of interventions, district personnel must refer the student for a full individual and initial evaluation.
WHO CAN REFER MY CHILD FOR A FULL AND INITIAL EVALUATION THROUGH SPECIAL EDUCATION?
- Referral for a full individual and initial evaluation may be initiated by school personnel, the student's parents or legal guardian, or another person involved in the education or care of the student.
- Referral of students for a full individual and initial evaluation for possible special education services must be a part of the district's overall, general education referral or screening system.