Dona Merced's MTSS-RTI Process

At the beginning of the school year, the school where Nora, Benjamin, and Evelyn study, are given a Universal Screener. What is the purpose of this Universal Screener?

• To gather evidence/work samples of students like Nora, Benjamin, and Evelyn

• To review progress monitoring data of students like Nora, Benjamin, and Evelyn

• To identify students like Nora, Benjamin, and Evelyn who are in need of intervention

• To develop strategies for Tier 2 intervention for students like Nora, Benjamin, and Evelyn

What does Mrs. Johnson, the general education teacher, do during Tier 1 when she notices Ava, Rohan, and Lily struggling in class?

• Reviews Ava, Rohan, and Lily's concerns during PLC time

• Completes the Student Profile Folder for Ava, Rohan, and Lily

• Connects with Ava, Rohan, and Lily's parents to gather background information

• Implements Tier 1 interventions for Ava, Rohan, and Lily

When is a student profile folder given for Grace?

• After Kai, the general education teacher, connects with Grace's parents

• After James, the general education teacher, implements Tier 1 interventions for Grace

• After the general education teacher reviews Grace's progress monitoring data and emails the Intervention Coordinator

• After the general education teacher discusses Grace's concern during a PLC and has filled out the Initial Student Tracking Form

Isla, Abigail, and James are students who are currently undergoing Tier 2 intervention. What happens if James, who is making minimal progress during this intervention?

• James continues with Tier 2 intervention

• James moves on to Tier 3 intervention

• James is referred for special education evaluation

• After 6-8 weeks the SST 2 team decides if the interventions for James are working or if they need to be adjusted.

When is a SST 3 meeting needed in the case of students like Jackson, David, and Ava?

• After an SST 2 referral is given or a parent requests that the student be tested for special education

• After the general education teacher connects with parents

• After the general education teacher reviews progress monitoring data

• If the teacher believes the student has a disability

Abigail is struggling in her math class, and a SST 2 Team meeting is scheduled to discuss her progress. Who participates in this meeting?

• General Education Teacher, Intervention Teacher, Parent, and School Counselor

• General Education Teacher, Intervention Teacher, and School Psychologist

• General Education Teacher, Intervention Coordinator, and Parent/Guardian

• General Education Teacher, Grade Level Teachers, and Parent

William is struggling academically and has been receiving Tier 3 intervention support. What is the role of the Intervention Coordinator during this process?

• Refer William to RSP

• Completes the SST FOLLOW UP Tier 3 SUMMARY Form for William

• Recommends that William is tested for special education

• Takes over William's case, reviews his student profile and progress monitoring data. Brings the case to SAT Team and helps facilitate a plan.

Ava, Oliver, and Aiden are students who have been receiving Tier 3 intervention support. What happens if one of them does not qualify for any special education program during Tier 3 intervention?

• They are dropped from intervention

• They continue with tiered intervention in targeted areas

• They are referred for additional support by the principal

• They are given a SST End of Year Summary Form

Ava, a student at a local school, is struggling with her academics. A Student Support Team (SST) meeting is scheduled to discuss her situation. Abigail, her mother, is unable to attend the meeting. In this scenario, who can still participate in the SST meeting?

• General Education Teacher

• Intervention Coordinator

• School Psychologist

• School Counselor

At the end of the academic year, why does the teacher fill out the SST EOY Form & OneNote Student Support notes for students like David, Benjamin, and Luna?

• To track their progress monitoring data

• To review their concerns during PLCs

• To gather their evidence/work samples

• To document support strategies and interventions that worked or didn't work for them