Analyzing MTSS and RtI in Elementary Settings

Watch how one elementary school implements RtI and compare this to the components of MTSS as described by the CDE.

1.) Watch Boulevard Elementary School, Gloversville, New York and MTSS Overview

2.) In a written narrative (4-5 double-spaced pages), compare the RtI procedures utilized in the first video with the following essential components (use a heading for each component) of the Colorado Multi-Tiered System of Support (described in the second video):

•Team-Driven Shared Leadership: Teaming structures and expectations distribute responsibility and shared decision-making across school, district, and community members (e.g. students, families, generalists, specialists, district administrators, etc.) to organize coordinated systems of training, coaching, resources, implementation, and evaluation for adult activities.

•Data-Based Problem Solving and Decision-Making: A consistent process is used by stakeholder teams and applied at multiple levels to analyze and evaluate relevant information to plan and implement strategies that support sustainable improved student and system outcomes.

•Family, School, and Community Partnering: The collaboration of families, schools, and communities as active partners in improving learner, classroom, school, district, and state outcomes.

•Layered Continuum of Supports: Ensuring that every student receives equitable academic and behavioral support that is culturally responsive, matched to need, and developmentally appropriate, through layers that increase in intensity from universal (every student) to targeted (some students) to intensive (few students).

•Evidence-Based Practices: Approaches to instruction, intervention, and assessment that have been proven effective through research indicating improved outcomes for students.

3.) Upload to ECED 6914: One credit documentation in LiveText.