Tier 1Core

1. Tier 1(Core) Tier 1 is high quality instructional and behavioral support for all students. Universal screening and benchmarking occurs for all students. Research supported strategies are implemented. Students receive differentiated instruction. (Above,On,Below Level)

2. COMMON MISUNDERSTANDING All struggling Tier I students need a Tier II FALSE Tier 1 requires we differentiate. To differentiate, you have to identify Above, On, and Below Level Students and serve them accordingly. The Below Level Students were identified and were called Tier I Intervention Students. They receive instruction different from what other students receive in addition to the core.

3. Tier II Targeted strategic intervention provided to students whose behavior or performance rate of progress lags significantly behind the norm for their grade and educational setting. Progress monitoring and a problem solving team is used to design and implement an intervention (written plan). Student will be concurrently involved in ALL Tier 1 activities. (Whole Group +Tier I +Tier II)

4. Tier III Targeted intensive intervention provided to students who have not responded to interventions in Tier 2 and whose performance and rate of progress exhibits difficulty to a marked degree. Progress monitoring and problem solving continues on a more frequent basis to establish adaptations in the intervention plan lesson content, delivery, materials, or activities. Students will be concurrently involved in Tier I Activities.

5. Duncanville RTI Model

6. Stinnett (Identifying District Core and Intervention Resources)

8. Tier I Decision Making Why do we assess? To identify students who are at risk To monitoring progress To guide instruction To evaluate instruction and/or intervention

9. Universal Screening Administered to all students Used to identify students who do not meet grade level expectations Strong indicator used to predict student�s performance Used as a starting point for students instruction or to indicate need for further evaluation Given at the Beginning, Middle and End of Year

10. Progress Monitoring Used to determine adequate progress Collected, evaluated and used on an ongoing basis Every 3 weeks (No Risk and Some Risk students) Every week (High Risk students)

11. Diagnostic Provides in-depth assessment of targeted skills Provides information that drives instruction and interventions Administered as needed

12. Outcome Cumulative data Used to determine overall effectiveness of instructional/intervention plan

13. Why do we assess? To identify students who are at risk = SCREENING To monitoring progress = PROGRESS MONITORING To guide instruction = DIAGNOSTIC To evaluate instruction and/or intervention = OUTCOME

15. Robert Risk Robert's universal screener indicates he is working just above the high risk indicator. His district exams indicate he is mastering some but not all objectives. His grades are borderline passing.

16. Sue Smart Sue's universal screener indicates she is working on grade level. She earns A's & B's. She has passing scores on all district exams. There is little concern of her failing.

17. Johnny Jumper Johnny's universal screener indicates he is working below grade level. Although Johnny's grades are just below passing, his diagnostic assessments inform the teacher that Johnny is lacking skills that are preventing him from reading on level. He is not passing his core assessments.

18. Lizzy Learner Lizzy's universal screener indicates she is working below level. Diagnostic assessments indicate she is lacking some skills that are preventing her from mastering objectives taught through core instruction. Her grades and exams are significantly below passing.

19. Holly Help Holly's universal screener indicates she is working way below her grade level. Her grades are significantly below the passing rate. Her diagnostic assessment indicates she lacks skills that should have been mastered two grade levels below.

20. Debby Duncan Debby's universal screener indicates she has not mastered all of the previously taught objectives but is not considered high risk. Her grades are just above the passing mark but her district exams are in the 60's.

21. Matt Middle Matt's universal screener indicates he is working on grade level but is still borderline. Although he has passing grades (B's & C's), district exams indicate he has not mastered all objectives. There is a concern of him falling further behind.

22. Robert Risk � 4 weeks later Robert received small group/differentiated instruction. Informal observations and core assessment show a slight improvement. He is beginning to master some of the skills the teacher re-taught. Assessments also indicate he is mastering most, but not all of the new objectives taught during core instruction.

23. Sue Smart � 4 weeks later Sue struggled with main idea. During differentiated/small group instruction, her teacher re-taught the skill. Core assessments indicate she mastered the objective

24. Johnny Jumper � 4 weeks later Johnny received differentiated instruction addressing the skills he was deficient as indicated on the diagnostic assessment. Progress Monitoring indicates he has mastered the skills and his reading has improved significantly. His grades on core assessments are improving as well.

25. Lizzy Learner � 4 weeks later Lizzy received differentiated instruction. Progress Monitoring indicates she has mastered some of the skills. She is improving slightly but is still not on grade level. Although her grades have improved, she is still not passing.

26. Holly Help � 4 weeks later Holly received differentiated instruction at her instructional level. According to Progress Monitoring, she is not making any progress. Her grades are dropping as core assessments continue to be a challenge for her. She is not mastering skills even with re-teaching and is falling further behind on newly taught skills.

27. Debby Duncan � 4 weeks later Debby received differentiated instruction at her instructional level. Informal observations indicate she is still not mastering some objectives. Core assessments are below passing as she is struggling to master previously taught objectives and new objectives. Grades are declining.

28. Matt Middle � 4 weeks later Matt received differentiated instruction on objectives he did not master on the district exam. Core assessments and informal observations indicate he was able to master these objectives and his grades have improved.

29.  Liz Birdwell (Decision Making and Paperwork for Tier I/II)

30. Data Decision Making Using the Universal Screening, each teacher will ID their lowest 20% (if departmentalized, find 20% of each class) and serve in Tier 1 (Differentiated Instruction for Below Level Student) (Tier 1 Intervention Students) All Reading Teachers for a particular grade level will bring their data they used to identify their 20% and ID the bottom 15% cumulatively.

31. Data Decision Making (Cont�d) 3. Bottom 20% of each class will receive Tier I instruction with the classroom teacher. Bottom 15% will receive Tier I and Tier II instruction. 4. Special Education students are entitled to all Tiers and Special Ed Services. ARD Committee will make most appropriate placement.

32. Review: RtI Three Tiers � Tier I, II, and III What is Core? What is an approved intervention at each Tier? How to read data and what decision I need to make. What to write on Tier I and II Forms

33. Robbie Stinnett (STARS Team Process)

34. STAR TEAM PROCESS Use the following questions to guide your development of a STARS campus flowchart.

35. Tier I � Core Instruction Who monitors the fidelity of instruction? How do we determine if 80% of our students are being successful in the core curriculum? How is instruction at Tier I being differentiated? How often is progress checked for these students? What data is used to determine differentiated groups?

36. Tier I � Intervention (20% of students experiencing difficulty in Core Instruction How is instruction different? What data is used to determine skill deficits? What paperwork is completed for these Tier I Intervention students? When is the parent contacted? What interventions are used to address the skill deficits? How often does intervention take place and for what period of time? What methods are used to progress monitor at least 1 time per week? How is this data being used? Have any students been identified to move back into core instruction only? Have any students been identified to move into Tier II?

37. Tier II � (15% of students not responding to Tier I intervention How are the needs of these students addressed? Is a STARS Team meeting held? Who requests the meeting or is it already scheduled on the school calendar? What individuals need to be present at a STARS meeting? What paperwork is completed for TIER II? What data is reviewed? What documentation must be completed reflecting the decisions of the STARS committee? Once the student has been identified as a TIER II student, how is a plan for intervention determined? Does a case liaison meet with the teacher/interventionist to review data every two weeks or does the entire team meet? How is the student�s progress monitored? Who monitors the fidelity of the intervention? If a student is unsuccessful in TIER II, what other information should be gathered that could have impacted his/her lack of progress? How much time is spent in intervention?

38. *At TIER II, a student should have 30 minutes of intervention 4 times a week(or 20 minutes 5 times a week) plus continue to receive core instruction. Groups should be 3 � 5 students Interventions should take place for 6-8 weeks. TIER III � 5% of students not responding to TIER II intervention Intervention should be more intensive and the group size smaller. Progress monitoring should take place at least 2 times a week. Teams should have at least 9 data points prior to determining the success or lack of success of an intervention. At TIER III, a student should have 30 minutes of intervention, two times a day, 4 days a week for 8-12 weeks. They should continue to receive core instruction.

41.  Liz Birdwell Agenda for Staff Development- February 15, 2010

42. Agenda February 15, 2010 Explain RtI (Three Tier Model Activity) Identify Core and Intervention Resources Understand how to read data, look at a students response to an intervention. (Tier I-No Risk/ Some Risk/ High Risk Activity) Review Paperwork for Tier I Model Campus Process for RtI

43. Staff Development AgendaFebruary 15, 2010 Materials: Teachers need to bring Universal Screening, Reading Records, and 9 Week Assessment Data. Screenings/Benchmarks need to be ranked from lowest to highest. (Know bottom 20% of each class.

44. Agenda Teachers meet to identify Tier I Intervention Students Contact parents and set campus date for Tier I Intervention paperwork to be turned in (no later than February 25,2010.) Submit Tier I names to Reading Center teacher.

45. Agenda Reading Center reviews Tier II students. Any new students need to go before the STARS committee. Give campus a list of STARS committee dates for campus.

46. 2010-2011 School Year Determine and Use Universal Screener Discuss and Determine What Types of Assessments We Want As a District and What They Tell Us (Design Testing Calendar Do a Needs Assessment Design Campus Plans to Address Needs