Reflection

These two videos were chosen for this competency. Two were chosen to
provide a broader discussion of RTI and MTTS. Video one discusses the
implementation of RTI in a diverse public Brooklyn, NY grade school. Video
two describes the use of RTI and MTSS in the P.K. Yonge Developmental
Research School. Educators in both schools were positive regarding the
use of RTI and MTSS. Students in video two were also appreciative of
these techniques. The high school developed an innovative technique. To
avoid the loss of general education instruction Tier 2 and Tier 3 instruction
was provided after school and termed help sessions. This has several
benefits. The SWD will not lose general education instruction. It also
probably reduces the stigma and embarrassment of being separated from
the general education classroom.. This seem to be a good way to provide
special education without reducing general education instruction.

Of note both videos provided closed captioning. I have noticed the more
frequent use of closed captioning in videos, for example news videos.
Society seems to be warming up to policies such as UDL which are
advocated by special educators. Closed captioning will probably help many
non-disabled people.

RTI is a model for delivering scientifically based school wide multitiered

systems of support to improve academic performance of all students and
minimize behavior problems (through PBIS) (Bryant, Bryant and Smith,
2017). The principles of MTSS apply to both academics (RTI) and behavior
(PBIS). Students who are identified as at risk for for poor academic
achievement are eligible to receive additional academic support (Bryant et
al., 2017). RTI also provides evidence for the evaluation and identification
of learning disabilities in the event a special education referral is required in
the setting of continued low performance despite intensive instruction
(Bryant et al.). There are 4 components of RTI:
● Universal screening
● Progress monitoring
 ● Data-based decision making
● High-quality evidence-based MTSS (Bryant et al.)

RTI provides 3 tiered levels of increasingly intense intervention which is

additive. Tier 2 is added to Tier 1. Tier 3 is added to Tier 1 and Tier 2. Tier
1 is the primary level, it provides high-quality evidence-based core
instruction for all students. Approximately 80% of students will respond to
this instruction.

Students that do not thrive with Tier 1 instruction are provided with Tier 2 or
secondary intervention. Tier 2 provides an increase in frequency and
intensity of instruction which targets specific problems. Instruction is
generally in small groups with 2-3 sessions per week. This can take place
in the general education classroom. 15% of students respond to Tier 2.

5% of students will not respond to Tier 2 and are provided with Tier 3
intervention. Tier 3 provides generally individual instruction which is even
more intense. This instruction can occur several times a week. These
students generally score at or below the 10th percentile of academic
measures.