Understanding Tiers, Interventions Understanding Tiers, Interventions and Supportsand Supports

Presentation Adopted from NESDPresentation Adopted from NESD

What do we do when What do we do when students don’t learn?students don’t learn?

Using the Response to Intervention Using the Response to Intervention framework will create an effective process for framework will create an effective process for all teachers, administrators and support all teachers, administrators and support personnel to answer this question.personnel to answer this question.

What is Pyramid What is Pyramid Response to Response to Intervention?Intervention?

It is the practice of providing high-quality It is the practice of providing high-quality instruction and interventions that instruction and interventions that match match student's needsstudent's needs as well as considering as well as considering students’ learning rate over time and students’ learning rate over time and level of performance to make important level of performance to make important educational decisions.educational decisions.

It is……It is……

RTI is an approach that provides high RTI is an approach that provides high quality, standards-based quality, standards-based instruction/intervention that is matched instruction/intervention that is matched to student’s academic, social-emotional, to student’s academic, social-emotional, and behavioral needsand behavioral needs..

a continuum of intervention tiers with a continuum of intervention tiers with increasing levels of intensity and durationincreasing levels of intensity and duration

involves educational decisions that are involves educational decisions that are based on data derived from frequent based on data derived from frequent monitoring of student performance and monitoring of student performance and rate of learning.rate of learning.

It is…..It is…..

Timely, Directive, Timely, Directive, Systematic, Flexible Systematic, Flexible SupportSupport

Using this process allows students to receive Using this process allows students to receive timely interventions at the first indication timely interventions at the first indication that they need more time and support.that they need more time and support.

This process should be directive rather than This process should be directive rather than invitational, so that the students get the invitational, so that the students get the extra help they need, consistently and extra help they need, consistently and without interruption until they are without interruption until they are successful. successful.

InterventionsInterventions are sequences to build are sequences to build upon each other: upon each other: from least to most restrictivefrom least to most restrictive from least to most intensivefrom least to most intensive from what happens in every classroom from what happens in every classroom

for all children to what happens for for all children to what happens for individual students who need highly individual students who need highly focused, targeted help.focused, targeted help.

It is not….It is not….

a program but rather a process for a program but rather a process for ensuring that all students learn.ensuring that all students learn.

another add on.another add on.

Three Tiers of SupportThree Tiers of SupportIn

crea

sing

inte

nsity Fewer students

A coherent and viable core curriculum that embeds ongoing monitoring for all students.

TIER 1

Immediate and powerful targeted interventions systematically applied and monitored for any students not achieving.

TIER 2

Intensive Interventions focused on closing the gap.

TIER 3

Why use this model?Why use this model?

This model allows education to move This model allows education to move toward a systematic, directive, and toward a systematic, directive, and timely response to timely response to all childrenall children when they when they don’t learn adequately or extensively don’t learn adequately or extensively regardless of labels or subgroups.regardless of labels or subgroups.

Tier 1Tier 1

Approximately 75-80% of the student Approximately 75-80% of the student population will have their educational population will have their educational needs met by Tier 1 interventions.needs met by Tier 1 interventions.

Tier 1Tier 1

Tier 1 is simply good teaching! Tier 1 is simply good teaching! Educators respond to learning styles, Educators respond to learning styles,

strengths and weaknesses of each of their strengths and weaknesses of each of their students. students.

They offer a variety of supports to enable They offer a variety of supports to enable students to reach outcomes. This may be as students to reach outcomes. This may be as easy as additional time to complete work or easy as additional time to complete work or one on one mini lessons. one on one mini lessons.

The most important step a school can take to The most important step a school can take to improve its core program is differentiating improve its core program is differentiating instruction.instruction.

See See http://interventionfirstrps.wordpress.com/

Tier 2Tier 2

This level of the pyramid offers This level of the pyramid offers supplemental interventions implemented supplemental interventions implemented for students whose educational needs have for students whose educational needs have not been met by the regular program.not been met by the regular program.

Small group interventions.Small group interventions.

10-15% of the student population will 10-15% of the student population will benefit from Tier 2 interventions.benefit from Tier 2 interventions.

Tier 3Tier 3

This level of the pyramid is where intensive This level of the pyramid is where intensive individual interventions are implemented for individual interventions are implemented for student’s whose educational needs have not student’s whose educational needs have not (can not?) been met in Tier 1 or Tier 2. (can not?) been met in Tier 1 or Tier 2.

5-10% of the student population will require 5-10% of the student population will require

these types of interventionsthese types of interventions..

Saskatchewan Ministry of Saskatchewan Ministry of EducationEducation

An Effective Response to An Effective Response to Intervention Pyramid …Intervention Pyramid …

begins with establishing identification, begins with establishing identification, placement and monitoring processes.placement and monitoring processes.

various school division roles (Teacher, various school division roles (Teacher, Administrator, Counselor, Occupational Administrator, Counselor, Occupational Therapist, Educational Psychologist) are Therapist, Educational Psychologist) are involved in these processesinvolved in these processes..