T ier 4 – Specially Designed Learning IN ADDITION TO TIERS 1-3, targeted students receive specialized programs, methodologies, or instruction Greater frequency

Tier 4 – Specially Designed Learning

IN ADDITION TO TIERS 1-3, targeted students receive

specialized programs, methodologies, or instruction • Greater frequency of PM of

student response to intervention

Tier 3 – SST-Driven LearningIN ADDITION TO TIERS 1 & 2, targeted students receive: intense, problem-solving to identify individual student

needs • Targeted research-based interventions tailored to individual

needs • Frequent Progress Monitoring/ analysis of student response to

intervention

Tier 2 – Needs-Based LearningIN ADDITION TO TIER 1, targeted students receive instruction that is different including :

Standard Intervention Protocol Process to identify and provide research-based on need and resources

• On-going Progress monitoring to measure student response to intervention guide decision-

making Tier 1 – Standards-Based Classroom LearningUniversal Screening • Implementation of Georgia Performance

Standards through Standards-Based Classroom Structure • Differentiated Instruction including flexible grouping, multiple means of learning, and demonstration of learning • Progress

Monitoring • Positive Behavior Interventions and Supports (PBIS)

Bibb County School District

RtI Process

80-90%

10-20%

5-10%

1-5% (Does not include Gifted,

ESOL, or Speech)

RtI:Engaging

In ARelentless Pursuit

Of Success for Every Student!

What is RTI?RTI is a continuous improvement framework

Use data to identify and understand student needs Provide high-quality instruction/intervention matched to

student needs Use data to evaluate the effectiveness of

instruction/intervention/action plans and the need to make changes

Problem Solving is the process that is used to develop effective instructional/intervention/action plans.

RTI implementation is never the goal, rather it is the means to effectively and efficiently accomplishing student outcome and organizational goals

Sarlo, R. (2015) SSTAGE Conference PPT

A Word of Caution

It is not enough to simply identify which students are not demonstrating expected levels

Teams must work to understand the root causes of the current level-expected level gap

Effective intervention planning is completely dependent on understanding these underlying reasons


Identifying Barriers to Student Achievement

Domains to ConsiderInstructionCurriculumEnvironmentOrganizationalLearner


What is Problem-Solving?

An Inquiry-Based Process Designed to Define, Diagnose, and Address Identified Problems

A Collaborative Group Process that Provides a Structure Needed for Efficient/Effective Action Planning and Intervention

An Opportunity for Each Level of an Organization to Examine the Barriers at that Level Related to a Problem Needing to be Addressed


The Most Effective Problem-Solving Teams…

Recognize Problem-Solving as a Way of Work—not another program or procedure

Intentionally Focus on the Most Alterable Variables—Curriculum, Instruction, & Environment

Look for Opportunities to Address Identified Problems at the Systems Level

Foster a Common Understanding of the “Big Picture” and the Interrelatedness of ALL the Parts

Ensure Broad Stakeholder Involvement in Problem-Solving and Action Planning

Consensus Typically Ends Where Involvement DoesAt a Minimum, Those Involved in Implementing Action Plans MUST Be

Directly Involved or Represented


Problem-Solving Teams

District Leadership Teams School-Based Leadership Teams Instructional Level Teams

Grade-LevelDepartmental

Student Support TeamsPrincipals/Assistant PrincipalsRtI Site Leads Instructional CoachesGrade-Level ExpertsDepartmental ExpertsCounselorsPEC LeadsSchool Psychologists


High Probability Domains Effective Instructional Practice

Standards-Instruction AlignmentGradual Release of ResponsibilityInstructional Rigor

Student EngagementLearning Environment Conducive to LearningRecruiting Student InterestPromoting and Maintaining Student Interest

Multi-Tiered InterventionIntervention Response and LogisticsInstruction-Intervention Alignment

PK-12 Alignment and Effective Transition Programs and SupportVertical Articulation and alignmentTransition Programs and Support


District and School Leaders Role

Ensure that Staff Understand Tier 1 is Provided for ALL Students and is the Most Critical Tier Within the Multi-Tiered Support System (MTSS)

Ensure Staff Consider Tier 1 Solutions to Large Scale Issues and Do Not Attempt to Intervene Their Way Out of Providing Effective Core Instruction

Build Master Schedules that Allow for On-Going Team Collaboration and MTSS

Ensure Tiered Interventions are Sufficiently Aligned and Integrated with Core Instruction


District and School Leaders Role

Monitor Problem-Solving, Problem-Analysis, and Intervention Planning Processes

Provide Resources and Support for Data Collection/Analysis

Ensure Intervention Plans are Designed to remove Specific Barriers Identified During Problem Analysis



Multi-Tiered Support SystemA continuum of intervention supports designed to

ensure each student masters grade-level standards and meets grade-level expectations

All instruction occurs within a four tiered system Tier 1 - Core instruction provided to all students Tier 2 - intervention provided to students in need of

supplemental instruction Tier 3 - intervention provided to students in need of intensive

instructionTier 4- provided to students in need of specialized instruction

Instruction IS tiered, Students are NOT There is no such thing as a Tier 3 student


Multi-Tiered Support SystemTiered instruction (Tiers 2, 3, 4) must be fully

integrated and aligned with core (Tier 1) instruction Tier 2 and Tier 3 instruction is supplemental to Tier

1/Core instruction and should not supplant core instruction while Tier 4 (specialized) instruction is integrated within all other Tiers of instruction

Tier 2 and Tier 3 instruction is supplemental to Tier 1/Core instruction and should not supplant core instruction while Tier 4 (specialized) instruction is integrated within all other Tiers of instruction



Interventions Matched to Student Needs

Use Diagnostic Data to Identify Specific Barriers preventing student from meeting grade-level expectations

Determine How Far Behind and How Much Time is needed to catch student up

Monitor student’s responsiveness to intervention

Master Schedules that include an Intervention/ Enrichment block/period ensures efficient/ effective MTSS support


MTSS Helps To…

Close Existing GapsAddress Students’ Proximal Needs to Prevent

New GapsSupport Student Engagement

By Secondary School, most learners with a history of failure are disengaged and most disengaged learners are failing and are less likely to graduate on time if they graduate at all.


Program Evaluation & Progress Monitoring

Evaluating the Impact of Instructional/ Intervention Programming on Student Outcomes allows teams to:Identify Ineffective Instruction AND

InterventionMake Timely Instructional ChangesIdentify Students Who Require MORE

Intensive Intervention Support


Program Evaluation & Progress Monitoring

If the Data Indicates that an Intervention or Strategy IS NOT Producing the Desired Impact, TEAMS Should:Ensure the Instructional/Intervention

Programming was Implemented with FIDELITYReturn to the Problem-Solving Process to

Address Barriers to Implementation Fidelity and/or to Augment the Instruction/ Intervention Plan


Tier 1Standards-Based Classroom Learning

Universal Screening to identify and target students performing at or below the 25th percentile

Implementation of Georgia Performance Standards through standards-based classroom structure

Differentiated instruction including fluid, flexible grouping, multiple means of learning and demonstration learning

Progress Monitoring using multiple formative assessments

Positive Behavior Interventions and Supports (PBIS)


Differentiated instruction including fluid, flexible grouping, multiple means of learning and demonstration learningDifferentiate

Content • Process • Product • Readiness Levels •Interests • Learning Profiles

Tiered ActivitiesContent • Process • Product • Readiness Levels •Interests •

Learning ProfilesFluid, Flexible Grouping

Readiness Levels •Interests • Learning Profiles • Skill Level • Background Knowledge • Social Skills

Anchor Activities (Ongoing Assignments Done Throughout a Unit, Grading Period, or Longer)

Learning Packets • Learning/Interest Centers • Listening Stations •Commercial Kits/Materials • Websites • Accelerated Reader


Progress Monitoring using multiple formative assessmentsCommon Formative Assessments (CFA)ObservationsConferencing (Individual/Small Group)QuestioningDiscussionLearning/Response LogsGraphic OrganizersGamesExit/Admit Slips


Positive Behavior Interventions and Supports (PBIS)Clearly define behavioral expectationsTeach social & behavioral skills (BCSD Code of

Conduct)Practice positive and proactive disciplineProvide active supervision and monitoringDemonstrate positive acknowledgementPractice data-based decision-makingProvide parent training and encourage parent and

community collaboration


Universal Screening to identify and target students performing at or below the 25th percentileANY prior or current data available to assist in making the

best instructional decisionMiddle School Risk Indicators (www.betterhighschools.org)

EngagementMiss 10% or More of Available Instructional Time

Course PerformanceStudents Who Fail a Mathematics CourseStudents Who Fail an English Language Arts/Reading CourseStudents Who Fail Two or More Courses in Any Subject

BehaviorStudents Who Receive One or More Major Behavior ReferralsStudents Who Receive One or More Behavior Referrals that Leads to

SuspensionSarlo, R. (2015) SSTAGE Conference PPT

http://www.betterhighschools.org/


Involving Students is VITAL!

Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriers

Resources and energy spent understanding student needs from the students’ perspective is typically well spent Student Surveys Student Focus Groups

At the very least, secondary students must understand the “compelling why” of programming changes

QUESTIONS

Research-Based Intervention Resources

Visible Learning by John Hattie Engaging Schools by National Research Council (available online for free)

http://www.nap.edu/openbook.php?record_id=10421 What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Doing What Works

http://www2.ed.gov/nclb/methods/whatworks/edpicks.jhtml Greater Good Center

http://greatergood.berkeley.edu/education National Center on Intensive Intervention

http://www.intensiveintervention.org/ Everyone Graduates Center http://www.every1graduates.org


http://www.nap.edu/openbook.php?record_id=10421

http://ies.ed.gov/ncee/wwc/

http://www2.ed.gov/nclb/methods/whatworks/edpicks.jhtml

http://greatergood.berkeley.edu/education

http://www.intensiveintervention.org/

http://www.every1graduates.org/

Documents

T ier 4 – Specially Designed Learning IN ADDITION TO TIERS 1-3, targeted students receive specialized programs, methodologies, or instruction Greater frequency