ERIC Number: EJ1425773
Record Type: Journal
Publication Date: 2024-Feb
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1944-0413
EISSN: N/A
Available Date: N/A
Implementation of RtI as a Part of Multi-Tiered Systems of Support: What Teachers, Administrators, and Teacher Educators Need to Know
Excelsior: Leadership in Teaching and Learning, v16 n2 p5-21 2024
Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to the implementation of MTSS and RtI, there are various obstacles that can hinder successful intervention programs. The absence of consensus across districts and states with respect to program development and implementation creates confusion. This article addresses considerations and concerns related to MTSS and RtI. Discussed are underlying principles, challenges to effective implementation, expertise and training of teachers, and usage for classification for special education services. The roles of general and special education teachers, administrators, and university preparation programs are examined, and recommendations provided.
Descriptors: Multi Tiered Systems of Support, Response to Intervention, Program Implementation, Educational Legislation, Federal Legislation, Equal Education, Students with Disabilities, Intervention, Success, Barriers, Program Effectiveness, Educational Theories, Learning Disabilities, Special Education, Classification, Program Improvement
New York Association of Colleges for Teacher Education. SUNY Cortland, Cornish Hall Room 1239, Cortland, NY 13045. Web site: https://surface.syr.edu/excelsior/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: N/A
Author Affiliations: N/A