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Multi-tiered Systems of Support

Multi-tiered Systems of Support. Improving Outcomes for All. Goals of a Multi-tiered System of Support. Prevention of academic and behavioral difficulties Evidence-based instruction Use of data for instructional decision-making Progress monitoring to change instruction when needed.

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Multi-tiered Systems of Support

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  1. Multi-tiered Systems of Support Improving Outcomes for All Office of Special Programs

  2. Goals of a Multi-tiered System of Support • Prevention of academic and behavioral difficulties • Evidence-based instruction • Use of data for instructional decision-making • Progress monitoring to change instruction when needed Office of Special Programs

  3. Multi-tier Model of Support NASDSE (2006)

  4. Two Purposes of the System

  5. OIEP RTI Office of Special Programs

  6. Middle Level Tiered Components Office of Special Programs

  7. Literacy Leadership Knowing where you’re going before you start your trip is essential in creating a successful multi-tiered support system. Office of Special Programs

  8. Tier 1 • Grade level WVCSOs • Evidence-based literacy strategies across all content areas • Grade level instructional materials • Reading 25 books per year • Time allotments as per Policy 2510 • Assessments of and for learning Office of Special Programs

  9. Tier 2 Strategic • Addresses students who have gaps in skills and knowledge (typically 1-2 years behind) • Assess every 3-4 weeks to pinpoint problems and target interventions • Standard reading program with added support + 25 books per year • Extended time for delivery of interventions • Strategic Tutoring • Flexible Grouping • Double Blocking Office of Special Programs

  10. Tier 3 Intensive • Students with limited reading skills (typically below 30%ile on normative tests) • Assess every 2 weeks to pinpoint problems and target interventions • Special or supplemental materials may be required to provide below-grade level instruction • Language, READ 180, Wilson Reading • Content classes support students’ reading through strategic instruction Office of Special Programs

  11. OIEP and RTI: Questions and solutions Office of Special Programs

  12. RTI and OIEP: Questions • Time to implement interventions and progress monitor • Consistency of implementation across educational settings • Decision-making rules for referral for evaluation for special education Office of Special Programs

  13. RTI and OIEP: What We Know • Requirements (Policy 2419) • Implementation timelines • 3-tier instruction model • Screening and progress monitoring • Problem solving process • Use of SLD eligibility standards • Level of learning • Rate of learning • Exclusion factors, including lack of instruction Elem Reading - July 1, 2009 Elem Math - July 1, 2010 Middle School - July 1, 2011 High School - July 1, 2012 Office of Special Programs

  14. OIEP and Students with SLD • Specific Learning Disabilities • OIEP • 75 students (11.13%) • State • 12,835 students (4.55%) (WV Second Month Child County Report 2009-2010) Office of Special Programs

  15. SLD Eligibility • ISSUES • Timelines for implementation of tiered model • Access to public school tiered intervention data • Sufficiency of documentation for special education referrals when SLD is suspected Office of Special Programs

  16. Resources National Association of Secondary School Principals http://www.principals.org/s_nassp/bin.asp?CID=52747&DOC=FILE.pdf Joann Allain Sopris West $34.49 West Virginia Department of Education

  17. Resources LRP Publications Carnegie Foundation West Virginia Department of Education

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