Download - Multi-tiered Systems of Support
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Office of Special Programs
Multi-tiered Systems of
Support
Multi-tiered Systems of
Support
Improving Outcomes for All
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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
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Multi-tier Model of Support
NASDSE (2006)
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Two Purposes of the System
Provide schoolwide system of
support for ALL
students
Identify students with
specific learning
disabilities
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Office of Special Programs
RTI OIEP
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Office of Special Programs
MIDDLE LEVEL TIERED COMPONENTS
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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.
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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
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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
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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
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Office of Special Programs
OIEP AND RTI: QUESTIONS AND SOLUTIONS
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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
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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
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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)
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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
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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
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Resources
West Virginia Department of Education
LRP Publications Carnegie Foundation