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Response to Intervention (RtI) is a multitiered approach to providing services and interventions to students who struggle with learning concepts in different skill sets. RtI was developed to increase the accuracy of students eligible for special education, prevent at risk students from falling behind further, and ensuring teachers are focusing their instruction on the curriculum. Most students can grasp the information being taught but there are some students who fail to comprehend the skill and may require additional support, these students will participate in the more intense interventions until they are no longer at risk. RtI is not a predetermined program but rather a framework of interventions through progress monitoring. The RtI framework consists of three tiers: Tier I, Tier II and Tier III. Tier I is universal instruction offered to all students, Tier II is interventions offered to students who are not making adequate progress, and  Tier III is intensive interventions for those students who need extensive support (Bakken, 2012). “The Massachusetts Tiered System of Supports (MTSS), provides a framework for school improvement that focuses on system level change across the classroom, school and district to meet the academic and non-academic needs of all students, including students with disabilities” (D.O.E). MTSS includes the three tiers of RtI for students but it also covers faculty by offering professional development and trainings to support students more effectively. MTSS provides families information on the tiered system of supports and also includes them in the decision-making process. MTSS also offers them ways to support their children at home and keeps them informed on any progress their child may be making. While RtI targets at risk students at school, MTSS focuses on all students, staff and families in and out of school. MTSS allows for collaboration between general educators, special educators, parents and school administration to come up with the best possible outcome to ensure the students needs are met. Evidence-based practices (EBPs) are effective strategies for instruction that are supported by research and evidence to improve student outcome. EBPs are utilized throughout the three tiers of intervention to meet the instructional goals. Teachers will decide which EBPs to implement in their classroom by researching strategies that will fit their students needs. The process in which a teacher chooses EBPs for their classroom requires research, thoroughly identifying essential components, introducing the new practice to their students, monitoring the progress and adapting the practice without changing main components if necessary to ensure its effectiveness. If an EBP is not showing student progress minor changes may be made or a new practice should be researched and the steps for implementing shall be repeated. (Torres, Farley, & Cook, 2012)

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