Scavenger Hunt Assignment

Instructions: Complete the following table as you conduct your Web scavenger hunt.

Question Your answer Link Where You Found Your Answer
1.      What do the acronyms RTI, PBIS, and MTSS stand for? RTI stands for Response to Intervention, PBIS stands for Positive Behavioral Intervention and Supports and MTSS stands for Multi-Tiered Systems of Support.

2.      What are “Tiers” in RTI/MTSS? There are three Tiers that is 1, 2 and 3. Tier 1 deal with the class teacher evaluating entire students at the beginning of the academic year to point out a group that is likely to fail. Tier 2 deals with small group tutoring and Tier 3 deals with special education.
3.      What are some benefits of RTI? Timely intervention of learners who have problems with studying, futuristic instructional pace for students with studying difficulties, formulate courses of action focused on independent data amongst others.
4.      Why is progress monitoring important in RTI/MTSS models? Helps in discovering students quite fast, monitoring the performance of students annually, it furnishes relevant information to instructional planning, and helps in evaluation the effectiveness of students intervention
5.      What role do evidence-based interventions play in RTI/MTSS? It enhances both the preventive object of Response to Intervention as well as its objective to offer a more reliable means of disability discovery.
6.      What roles do special educators play in RTI/MTSS models? Special education is useful in goal development and experimental teaching
7.      With whom do special educators collaborate when working under RTI/MTSS models? Special educators have to collaborate with school administrators, policy formulators, scholars as well as advocates or sponsors.
8.      Why do special educators have to collaborate with multiple school personnel in RTI/MTSS models? This broad collaboration is essential to enable the special educators carry out their roles effectively. They have to liaise with school administrators for information about the students, work with policy formulators to ensure that their practice is in agreement with policies, liaise with researchers for more knowledge and finally advocates for funding.

M4: Job Posting Analysis Assignment

With whom is the special educator expected to communicate and collaborate?

The special educator is supposed to liaise and work with the school administrators and other school staffs, researchers, policy formulators as well as advocators. Communication between school administrators and school staffs is essential. This is based on the conception that in most cases teachers are the ones who interact with these students on personal basis during class and therefore they have a lot of information concerning the students. In addition, collaboration of researchers with special educators is essential particularly in handling cases that seem complicated and requires in depth knowledge.  The researchers intervene through updating special educators on appropriate knowledge of handling such complicated cases. More so, special educators collaborate with policy formulators particularly in instances where the input of special education experts is essential in policy formulation so that to enact a comprehensive policy that meets the need of the special need students. Lastly, funding and support is key with reference to the practice of special education, thus the special educators collaborate with sponsoring institutions such as Government for support (Fuchs, Fuchs & Stecker, 2010).

What tasks, roles, or responsibilities are the special educator expected to complete that require communication and collaboration?

During the practice of special education, the educators contribute through offering the skills, experience, as well as perception to the team dealing with special needs students. Essentially, the duty of the special educators is to exercise their expertise to advise the students in education system determined by the school administration. This involves, issuing instruction through adapting as well as building materials to commensurate with the training styles, mastering ability besides special needs exhibited by every student (Fuchs, Fuchs & Stecker, 2010).

If you were to apply for this position, how would you talk about your strengths and weaknesses in the areas that require collaboration and communication?

In my opinion, I would say that I am social, excellent communication skills, caring, good team player and passionate about working with disabled people. In addition, I have a wealth of experience and knowledge in instructing people with special needs and good at disseminating knowledge to learners. However, I am very emotional and at times, I feel bad when the needs of the disabled are ignored.


Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301-323.

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