Introduction

Multi-Tiered Systems of Supports (MTSS) are evolutionary and not revolutionary when it comes to identification of students with specific learning disabilities. Response to Intervention (RTI) provides immediate and focused interventions when students are struggling in academics and/or have behavior or social-emotional concerns. The benefits can be seen at all grade levels. Setting up a system of interventions that could lead to accurate identification of learning disabilities is tricky. Movement among tiers must be well planned and requires the purposeful use of both formative and summative assessment. This introduction presents an overview of key concepts covered in this book. The book focuses on developing and improving the rigor of MTSS programs by focusing on programmatic needs, which include content selection, addressing the needs of students with academic weaknesses and strengths, developing prevention through effective core instruction, making informed instructional and intervention decisions, designing and implementing focused interventions, and using MTSS teams to further a school's plan and help more students.