Response to Intervention: 1265796


Recently, multi-tiered beams for students academically support have become increasingly widespread.
Otherwise, multiple studies have demonstrated that severe behavior and performance academic wise amplify one another.
Such research resulted in helping increment in integrated educational implementation and frameworks of behavioral support, due to each set of comfort strengthen the other.

Across the States, schools have put in place the multi-tiered system to adroitness these issues.
The implementation of this system has led to;
A reduction of behavioral problems
Academic outcomes improvements
Enhancement of positive teaching creation
Elevation of learning environments

MTSS or RTI theory

MTSS (Multi-Tiered System Support ) was initially known as RTI (Response to intervention)
The system aids in the integration of assessments and intervention of the tiered systems purposely to widen achievements of the students and behavior problems reducing.
With such a system, schools are capable of:
Identifying risked students due to poor learning outcomes

  1. Conducting the student progress monitoring
  2. Conducting the evidence-based intervention
  3. and adjust those interventions based on student’s responsiveness.
    Generally, the MTSS can also be implemented in the students’ identification process with learning disabilities.

Discussion Factors that determine the placement of student within RTI

Skills assessment test failure
The assessments aids schools RTI specialists identify which students require intervention.
The coefficient of a student failing in the skills assessment test arises as one factor that leads to RTI placement.
Continuous monitoring of students
This is another factor that can lead to the RTI placements.
If the teacher observes a stagnant student’s progress, definitely the student is entered into the RTI system.

Also, a student who was placed in this program at initial stage, he or she is withdrawn when his or her performance displays a constant increment.
Student outcome change measures factor
This mostly implies those students who initially reflect a recommendable performance.
If, at any chance, the student’s graph portrays a negative value, this raises the alarm.

The trainer intervenes and assists the trainee in regained his or her original path.
This factor can be looks alike with a continuous assessment factor.
Reduced rate of improvement.
This comes in when a student shows the severe and struggling rate of growth.
For example, a student may be initially placed in a good performance group of students, but with time his or her improvement rate.
At this point, the student is showing some increments, but the rate of improvement has deteriorated.
Such observation calls for intervention before the condition becomes worse.

Occurrences of rough external conditions
This applies to all students, best and poor performers (Eagle et al 2015).
An external factor is observed when any students experience conditions which may affect his or her performance if not handled.
For example, a student may lose his or her parents or any close relative. Such an issue may lead to the introduction of RTI.
RTI is a system that experiences growth day by day.
By this, I mean that new factors will rise day by day, stage by stage until when all factors that affect the students’ performances are solved

How the RTI model meets the need for abled and disabled students

This system helps the students in meeting their needs in various ways (Eagle et al 2015).
Initial, the abled and better-performing students, are treated in a way that they maintain that excellent level of performance.
Secondly, the disabled students are fully assisted, in all the available means, toward improving and perfecting in their skills.
Generally, the final objective of this system is to make sure that every student’s needs are met irrespective of the pre-existing condition i.e., either able or disabled.

Research-based intervention strategies of RTI toward helping students struggling in mathematics

Systematic and explicit instruction
This strategy involves the teaching of a unique concept in an upgraded formation and a carefully sequenced manner.
This strategy classifies the students per the conscious skills level, considering all factors (Eagle, Dowd-Eagle, Snyder and Holtzman 2015).

  1. Functions’ visual representation and relationship strategy
    For example, mathematics skills may be improved by the use of pictures, graphs, and manipulatives.
    The visual representation makes students have an open mind on what is being delivered by their trainer.
  2. Peer-assisted instruction strategy
    Under this strategy, the students are organized into several groups.

Through discussion, the students can elevate the understanding level among themselves.


  1. Continuous assessment
    This strategy helps the trainees estimate the improvement rate among the trainees.
  2. Formative grouping and classification
    This strategy involves the grouping of students into to various levels of performance.
    It is obtained from continuous assessment observation.
    This helps in determining which group requires more concentration.


In concluding by supporting by the RTI system as has improved the performance among students.
Also, it has brought equally among students as it has analyzed all those issues affecting students, both internal and external.


Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). From response to intervention to multi-tiered systems of support MTSS: Advances in the science and practice of assessment and intervention. In Handbook of response to intervention (pp. 1-6). Springer, Boston, MA.
Utley, C. A., & Obiakor, F. E. (2015). Embedding multi-tiered system of supports/Response to Intervention into teacher preparation. Learning Disabilities: A Contemporary Journal, 10(2), 75-93