Tiers I, 2,

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Tiers I, 2, 3 and the RTI Process
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Disclaimer

• THE WORLD ACCORDING TO
• DARRELL
  IN A SCHOOL DISTRICT FAR,
  FAR AWAY!!!!

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Educators are Catholic!!!

• We will pay for our sins forever and ever!!!!!!
• No Child Left Behind
• Exit Exams

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Major Federal Legislation

• Civil Rights Movement
• Elementary Secondary Education Act
• PL 94-142 Education of the Handicap Act
• A Nation At Risk
• Regular Education Initiative
• ESEA Reauthorization
• IDEA Reauthorization

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And Most Recently

• Elementary Secondary Education Act,
  Reauthorization Now Known as
• No Child Left Behind
• IDEA Reauthorization

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Sub Groups

• Gifted
• SPED
• Migrant
• ELL
• Title 1
• At Risk

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Legislation

• Was meant to serve different populations
• Legislation First
• Regulation Second

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Effects?

• Programs
• Funding
• Coordination
• Eligibility
• Administration
• Implementation

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OLD SCHOOL

• Bell Curve
• Standard Deviation
• Pass
• Fail
• Winners
• Losers

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New School

• 75 to 85 ---- Core Instruction
• 10 to 15 ---- Targeted Intervention
• 5 to 10 ---- Intensive Intervention

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Tier 1 -- Core

• Focus on Core Curriculum
• General Interventions
• Precautionary
• Practical

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Tier 2Strategic

• Targeted Group Interventions
• At Risk Students

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Tier 3 -- Intensive

• Intensive
• Individual

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RTI

• Response to Intervention
• Other programs which may be similar
• School Wide Model
• Problem Solving Model
• Old days, Curriculum Based Measurement

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Myths

• Outcome and intent is identification
• Tier 3 is only special education
• Focus should be identifying LD students and
  rejecting those that are not truly LD
• Only pre-referral
• Continue with traditional assessments
• Research is limited to beginning reading

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Myths continued

• No contemporary research and outcome data are not
  available
• Focus on 3-tier, general-remedial-special ed
  model
• Tier 2 is short-term not the 10-30 weeks
• time to disposition issues with Tier 2
• Move slowly as status quo is not bad

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Essential Components

• Integrated data collection/assessment system
• Problem solving method
• Multiple tiers of intervention services

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Skill Applications

• Student concerns must be identified properly
• Student responses that show those concerns must
  be assessed in a valid and reliable way

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Intervention

• Interventions must be evidence based for the type
  of problem
• Evidence must show the intervention was
  implemented with reliability and level was
  documented

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Core Curriculum Tier 1

• Must include both
• Academics and
• Behavior
• Which students are at risk
• Any over-representation of any subgroup

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Interventions Tier 2

• Smaller groups in or out of the general education
  classroom
• In addition to core curriculum
• Interventions focus on skill areas which need
  strengthening
• Again Academics and Behaviors

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Intense Interventions Tier 3

• Delivery very small groups or individually
• Interventions in addition to core curriculum
• Narrowly focused on defined skill areas
• Again, academics and behaviors

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Tiers of Instruction Vary

• Minutes of instruction
• Size of groups
• Frequency of assessments
• Focus of instruction

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Do Good Things For Kids!!!

• Thanks for coming!!!

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Thanks much!!!

• Paul
• Barbara
• Roger
• Nancy
• Steve
• Dr. Dave Tilley
• Intervention News-Florida