Pennsylvania’s Multi-Tiered System of Support (MTSS) is a standards-aligned, comprehensive school improvement FRAMEWORK for enhancing academic, behavioral and social-emotional outcomes for ALL students. Response to Intervention (RTI) refers to the methodology that is used to determine how slow is slow (rate of growth) and how low is low (student’s level of performance), as an alternative to ability-achievement discrepancy within a comprehensive Specific Learning Disability (SLD) Determination process.
Pennsylvania, along with many other states, refer to this alternative as the “RTI Approach” to evaluating Specific Learning Disabilities. In order to use RTI for SLD Determination, schools must seek approval through the Bureau of Special Education’s (BSE) established RTI/SLD Approval/Renewal Process. Schools are required to demonstrate that they have technically adequate MTSS models for improving the outcomes of ALL students and that decisions rendered within the SLD Determination process are empirically-informed.