Multi-tiered Systems of Support Improving Outcomes for All Office of Special Programs.
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Transcript of Multi-tiered Systems of Support Improving Outcomes for All Office of Special Programs.
Office of Special Programs
Multi-tiered Systems of
Support
Multi-tiered Systems of
Support
Improving Outcomes for All
Office of Special Programs
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
Two Purposes of the System
Provide schoolwide system of
support for ALL
students
Identify students with
specific learning
disabilities
Office of Special Programs
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
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
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
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
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
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, 2009Elem Math - July 1, 2010
Middle School - July 1, 2011High School - July 1, 2012
Office of Special Programs
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
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
Resources
West Virginia Department of Education
National Association of Secondary School Principals
http://www.principals.org/s_nassp/bin.asp?CID=52747&DOC=FILE.pdf Joann AllainSopris West$34.49