Multi-Tiered System of Supports (MTSS) is a school-wide, data-drive prevention model designed to maximize the impact of academic and behavioral instruction and intervention on student outcomes. Key components of an RtI/MTSS framework include data-based decision making and tiered instruction. This all-day PD session is a continuation of an initial training on RtI/MTSS presented in 2016 and will address: 1) the use of data to evaluate the impact of instruction and interventions across tiers, different demographic groups, and for the school as a whole; and (2) the use of a problem-solving process to develop implement, and evaluate instruction/intervention.
Participants will learn about using formative assessment in Early Childhood (EC) Response to Intervention (RtI) frameworks to enhance teaching and learning in early childhood settings. Formative assessment, a key component of RtI, is used to 1) screen all children to identify those needing targeted interventions, and 2) monitor all children’s progress in learning.
The New York State Education Department (NYSED) Office of Instructional Support is pleased to announce technical assistance resources to assist middle schools across the State to implement high-quality frameworks of RtI. The NYSED is seeking “Applications of Interest” from public middle schools that are interested in participating in a three year RtI Middle School Demonstration Project.
Kick off 2017 with our new webinar strand series: RtI Implementation at the Administrative Level - 'Yes, It's Still a 'Thing'!' This series is geared towards administrators who are directly responsible for increasing academic achievement (in particular building principals).
You can watch exclusive clips from Dr. George Batsche's presentation, "RtI: A Multi-Tiered System of Supports" from Buffalo, NY. In these clips Dr. Batsche talks about a variety of topics related to MTSS, such as progress monitoring, high yield strategies, scheduling, and specially designed instruction.
This webinar series will address how teachers can increase the effectiveness of teacher read-alouds, shared reading of complex texts, and small group reading of instructional level texts for developing the comprehension of young children.