As Kaneland begins to look towards the revision and shift in RTI to a more comprehensive MTSS system, many staff members may be wondering what is the difference. This brief description can assist in the basic differences and understanding of the two.
Many educators view Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) as one and the same. The terms’ similar definitions don’t provide a strong distinction.
Response to Intervention (RTI):
The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decision.
Multi-Tiered Systems of Support (MTSS)
A coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve to high standards.
While RTI and MTSS share some philosophies, the two are different. RTI is part of an MTSS framework, but the inverse is not true. MTSS provides a more complete solution. It not only implements an intervention process (RTI), but addresses behavior issues, provides support for educators and recognizes the need to incorporate outside influences. RTI, Positive Behavior Intervention & Supports (PBIS), educator support including professional development and technology tools, additional support staff, district-school collaboration and both parental and community involvement all fall under the MTSS umbrella.
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