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What is RtI\/MTSS?<\/b><\/em><\/span><\/p>\n Response to Intervention (RtI) is an approach to meet every student\u2019s educational needs in the general education environment through a deliberate process of assessment and intervention including planned, regular monitoring of student progress. RtI relies on data based decisions about the need for and provision of instructional modifications, research-based intervention or increasingly intensified services in order to address a need of a struggling student (Johnson, Mellard, Fuchs & McKnight 2006<\/a>). <\/span>RtI includes \u201ca multi-tier approach to the early identification and support of students with learning and behavior needs\u201d <\/span>(<\/span>RtI Action Network<\/span><\/a>) <\/span>or a multi-tiered system of support (MTSS). This is why in some states RtI may be called MTSS, especially if general education has become involved.<\/span><\/p>\n RtI\/MTSS assessments are not deficit based. The RtI\/MTSS approach is focused on:<\/span><\/p>\n This approach is built upon some basic fundamental principles:<\/span><\/p>\n In RtI\/MTSS, the team does not wait for a student to \u201cfail\u201d before interventions or modifications are implemented to address his\/her need.<\/span><\/p>\n RtI\/MTSS May Have 3 or 4 Tiers<\/b><\/em><\/span><\/p>\n Most states have implemented the 3 tier framework described below. However, it should be noted that in any tier, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.<\/span><\/p>\n (Sources: <\/span>RtI Action Network<\/span><\/a> and RtI NASDSE & CASE White Paper on RtI<\/a>)<\/span><\/p>\n Can students that already have an IEP receive RtI services?<\/b><\/em><\/span><\/p>\n Yes. \u201cThere is nothing in IDEA that prohibits children with disabilities who are receiving special education and related services under IDEA from receiving instruction using RTI strategies unless the use of such strategies is inconsistent with their individualized education programs (IEPs).” (IDEA<\/span><\/a>)<\/span><\/span><\/p>\n How can federally-funded physical therapists provide services to students without an IEP?<\/b><\/em><\/span><\/p>\n There are different funds (federal, state, local, Medicaid reimbursement, etc.) that administrators use to pay the salaries of staff, including physical therapists. Often, their salaries are comprised of a variety of these funding sources. Because federal special education funds only pay for work with <\/span>students<\/span><\/i> with an IEP, other funding is what allows physical therapists to collaborate or consult in RtI and other general education initiatives. In this way, a physical therapist can work with a <\/span>team or teacher<\/span><\/i> to meet student needs prior to establishing eligibility for special education and related services. We can assist the team with our expertise for modifying classrooms, suggesting learning strategies or approaching challenges faced by teachers in the general education classroom.<\/span><\/p>\n Another way related service providers, including physical therapists can be funded to work in RtI is through use of early intervening services (EIS). EIS are special education funds earmarked for preventative efforts; some districts are required to use EIS, all districts can choose to use EIS.<\/span><\/p>\n Additionally, some schools and school districts have found related service providers so valuable to the RtI process that building principals\/general education administrators \u2018buy back\u2019 time of these providers to spend on RtI initiatives. <\/span><\/p>\n In all cases, PTs should remember that in RtI, our client is the teacher, not the student.<\/span><\/p>\n So, SeekFreaks, you are probably asking how does RtI work in real life. Read RtI Part 2 for sample applications and RtI references.<\/span><\/em><\/p>\n Examples of PT participation in RtI\/MTSS<\/b><\/em><\/span><\/p>\n We hope you find the following examples of how PTs can support teachers and students in general education at the various tiers helpful:<\/p>\n Tier 1: Universal Intervention<\/b><\/span><\/p>\n Tier 2: Targeted Intervention<\/b><\/span><\/p>\n For students who continue to struggle after Tier I, Universal Interventions, the therapist may:<\/p>\n Tier 3: Intensive Interventions<\/b><\/span><\/p>\n For students who continue to struggle after Tier II, Targeted Interventions, the therapist may:<\/p>\n ~~~~~~~~~~ 0 ~~~~~~~~~~<\/em><\/p>\n Suggested Resources:<\/b><\/em><\/p>\n www.rti4success.org ~~~~~~~~~~ 0 ~~~~~~~~~~<\/em><\/p>\n Freakishly Fast Poll<\/em><\/strong><\/p>\n [democracy id=”5″]<\/p>\n ~~~~~~~~~~ 0 ~~~~~~~~~~<\/em><\/p>\n Seeking Your Views<\/em><\/strong><\/p>\n I know what you are thinking, RtI is trickier for PTs than for OTs or SLPs. This is where our creativity should shine!<\/p>\n How do you implement or participate in RtI in your schools?<\/p>\n Some therapists are concerned about liability issues of teaching non-therapists (i.e., teachers and teacher aides) to implement PT suggestions. Are you concerned about this? Why or Why not?<\/p>\n ~~~~~~~~~~ 0 ~~~~~~~~~~<\/p>\n Readers of this article also read these:<\/p>\n The 4 Pillars of School-based PT Assessment<\/a><\/p>\n Role of School-based Physical Therapy<\/a><\/p>\n IEP 4.0 – Using Data and Collaboration to Develop a Clear PLEP<\/a><\/p>\n Article Review: Do Teachers Know the Impact of Preterm Birth?<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" [smbtoolbar] What is RtI\/MTSS? Response to Intervention (RtI) is an approach to meet every student\u2019s educational needs in the general education environment through a deliberate process of assessment and intervention including planned, regular monitoring of student progress. RtI relies on… Continue Reading →<\/a><\/p>\n","protected":false},"author":2,"featured_media":747,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[2,1],"tags":[],"class_list":["post-59","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/posts\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/comments?post=59"}],"version-history":[{"count":13,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/posts\/59\/revisions"}],"predecessor-version":[{"id":100886,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/posts\/59\/revisions\/100886"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/media\/747"}],"wp:attachment":[{"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/media?parent=59"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/categories?post=59"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.seekfreaks.com\/index.php\/wp-json\/wp\/v2\/tags?post=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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\n<\/a>www.rtinetwork.org
\n<\/a>www.studentprogress.org
\n<\/a>www.learning-styles.online.com
\n<\/a>www.thelearningweb.net\/personalthink.html
\n<\/a>http:\/\/www.ideapartnership.org\/<\/a><\/p>\n