Glossary and Acronyms Multi-Tiered System of Supports 1. Multi

Glossary and Acronyms
Multi-Tiered System of Supports
1. Multi-Tiered System of Supports (MTSS) (from http://www.rti4success.org/)
Multi-tiered system of support (MTSS) is a prevention framework that organizes building-level
resources to address each individual student’s academic and/or behavioral needs within
intervention tiers that vary in intensity. MTSS allows for the early identification of learning and
behavioral challenges and timely intervention for students who are at risk for poor learning
outcomes. It also may be called a multi-level prevention system. The increasingly intense tiers (e.g.,
Tier 1, Tier 2, Tier 3), sometimes referred to as levels of prevention (i.e., primary, secondary,
intensive prevention levels), represent a continuum of supports. Response to intervention (RTI) and
Positive Behavioral Interventions and Supports (PBIS) are examples of MTSS.
2. Universal Screening (from http://www.rti4success.org/
Screening is conducted to identify students who may be at risk for poor learning outcomes so that
early intervention can occur. Screening assessments typically are brief and usually are administered
with all students at a grade level. Some schools use a gated screening system, in which universal
screening is followed by additional testing or short-term progress monitoring to confirm a student’s
risk status before intervention occurs. For more information see the Screening Tools Chart.
3. Progress Monitoring (from http://www.rti4success.org/)
Progress monitoring is used to assess a student’s performance, to quantify his or her rate of
improvement or responsiveness to intervention, to adjust the student’s instructional program to
make it more effective and suited to the student’s needs, and to evaluate the effectiveness of the
intervention. For additional information, view NCII’s Academic Progress Monitoring and Behavioral
Progress Monitoring Tools Chart.
4. Tiered Supports (from http://www.rti4success.org/
a. Tier I (Primary Prevention): Primary prevention may also be referred to as the core
curriculum or Tier 1. The primary prevention level is the first level in a multi-level
prevention system. It consists of high-quality core curriculum and research-based
instructional practices that meet the needs of most students
b. Tier II (Secondary Prevention): The secondary prevention level also may be referred to as
Tier 2 or targeted intervention. It is the second level of intensity in a multi-level prevention
system. Interventions occurring at the secondary level are evidence based and address the
learning or behavioral challenges of students identified as at risk for poor learning or
behavioral outcomes.
c. Tier III (Intensive Intervention): Intensive intervention is designed to address severe and
persistent learning or behavior difficulties. It also is used for students who have proven
nonresponsive to Tier 2 or secondary intervention. Intensive interventions are characterized
by increased intensity (e.g., smaller group, increased time) and individualization of
academic or behavioral intervention. Intensive intervention is sometimes synonymous with
Tier 3 or interventions delivered within the tertiary prevention level. To learn more,
visit www.intensiveintervention.org.
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5. Response to Intervention (RTI) (from http://www.rti4success.org/)
Response to intervention (RTI) integrates assessment and intervention within a multi‐level
prevention system to maximize student achievement and reduce behavior problems. With RTI,
schools identify students at risk for poor learning outcomes, monitor student progress, provide
evidence‐based interventions and adjust the intensity and nature of those interventions depending
on a student’s responsiveness, and identify students with learning disabilities or other disabilities.
6. Positive Behavioral Interventions and Support (PBIS) (from http://www.rti4success.org/)
Positive behavioral interventions and supports (PBIS) is a tiered behavior support framework for
enhancing the adoption and implementation of a continuum of evidence-based interventions to
achieve behaviorally important outcomes for all students. PBIS provides a decision-making
framework that guides the selection, integration, and implementation of preventive and instructive
behavioral practices. For additional information, view the Technical Assistance Center on Positive
Behavioral Interventions and Supports website
7. Evidence-Based Intervention (from http://www.rti4success.org/)
An evidence-based intervention is an intervention for which data from scientific, rigorous research
studies have demonstrated (or empirically validated) the efficacy of the intervention. Applying
findings from experimental studies, single-case studies, or strong quasi-experimental studies, an
evidence-based intervention improves student learning beyond what is expected without that
intervention
8. Fidelity of Implementation (from http://www.rti4success.org/ and
Fidelity of implementation refers to the accurate and consistent delivery of instruction or
assessment in the manner in which it was designed or prescribed according to research findings
and/or developers’ specifications. Five common aspects of fidelity are adherence, exposure,
program differentiation, student responsiveness, and quality of delivery
9. Implementation Stages (from Active Implementation Hub website)
Implementation Stages depict the process districts and schools use to realize the promised changes
in educator practice and student learning—from making the decision to use an effective innovation
to finally having it fully in place. The implementation process includes four overlapping stages that
can lead to the long-term survival (sustainability) and continued effectiveness of the innovation in
the context of a changing world.
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Research suggests it can take from two to four years to fully and successfully operationalize an
evidence-based program, practice, or innovation (Fixsen, Blase, Timbers, & Wolf, 2001; Saldana et
al., 2011). The timer starts when a district or school begins to consider change and ends when the
innovation is fully in place and producing intended outcomes in schools and classrooms across the
district.
Descriptions for each stage follow:
Implementation
Description
Stage
Exploration
The goal of this stage is to examine the degree that a particular program or
innovation meets identified needs of students served by the school and if
implementation is feasible.
Installation
This stage is often overlooked in implementation. Installation focuses on practical
preparations needed to initiate the new program or innovation. Once a decision is
made to adopt a program or innovation, changes often must be made in multiple
settings and systems to accommodate and fully support the new program or
innovation.
Initial
This stage begins when the new program or practice is first put to use. Attempts
Implementation to implement a new program or practice often falter (or end) during installation
or initial implementation. This is because everyone is learning, and challenges
emerge as the status quo is challenged and changed. Key activities include
intensive coaching to help practitioners through this awkward stage. As problems
emerge, Leadership Teams develop and engage in strategies to promote
continuous improvement and rapid-cycle problem solving. Data are used to assess
the quality of implementation, identify problems and solutions, and inform
decision making. It is critical to address barriers and develop systemic solutions
quickly rather than allowing problems to re-emerge and reoccur.
Full
Full implementation occurs as teachers skillfully provide new programs, and
Implementation improved outcomes are achieved. New learning at all levels becomes integrated
into classroom, building, and district settings. Processes and procedures to
support the new way of work are in place. The system has largely been
recalibrated to accommodate and support new ways of work.
10. Specially Designed Instruction (SDI) is defined by Sec. 300.39(b)(3) of the Individuals with
Disabilities Education Act (IDEA). Specially designed instruction means adapting, as appropriate to
the needs of an eligible child under this part of the law, the content, methodology, or delivery of
instruction to address the unique needs of the child that result from the child's disability; and to
ensure access of the child to the general curriculum, so that the child can meet the educational
standards within the jurisdiction of the public agency that apply to all children.
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11. Free Appropriate Public Education (FAPE): There are two separate laws addressing FAPE (Section
504 of the Rehabilitation Act and in the Individuals with Disabilities Education Act). The Individuals
with Disabilities Education Act (IDEA) federal law enacted in 1990 was reauthorized in 1997 and
2004 to ensure FAPE. Under Sec. 300.17 of IDEA, children between the ages of 3 and 21, who meet
the eligibility criteria in one of thirteen qualifying disabilities and who require special education
services because of the disability may qualify for services under IDEA. For these students FAPE
means the district provides individualized, supplemental educational services and supports, in
addition to what is provided to students in the general curriculum, to ensure that the child has
access to and benefits from the general curriculum. School districts are required to provide this
specially designed instruction through an Individualized Education Program (IEP) for the student
free of charge to the student and their parent/guardian.
12. Least Restrictive Environment (LRE) under Sec. 300.114-300.120 of IDEA means, to the maximum
extent appropriate, children with disabilities are educated with children who are not disabled, and
special classes, separate schooling, or other removal of children with disabilities from the regular
educational environment occurs only when the nature or severity of the disability of a child is such
that education in general education classes with the use of supplementary aids and services cannot
be achieved satisfactorily.
13. Consistency Index (CI): A measure of the degree to which compliance can support increased
student achievement. The purpose of the Consistency Index (CI) is to measure the congruency
between (a) the student’s sufficient evaluation for special education services, (b) the development
of a properly formulated IEP, and (c) the provision of specially designed instruction (SDI) to that
student. The CI may potentially serve as a tool to direct the delivery of targeted technical
assistance and high quality professional development for special education programming.
Websites with additional information:
 Center on Response to Intervention: http://www.rti4success.org/
 Active Implementation Hub: http://implementation.fpg.unc.edu/
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WA State Learning Standards: http://www.k12.wa.us/CurriculumInstruct/default.aspx
RTI: http://www.rtinetwork.org/
PBIS: https://www.pbis.org/ ‘
PBIS Apps: https://www.pbisapps.org/Pages/Default.aspx
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