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

Multi-tier Model of Support

NASDSE (2006)

Two Purposes of the System

Provide schoolwide system of

support for ALL

students

Identify students with

specific learning

disabilities

Office of Special Programs

RTI OIEP

Office of Special Programs

MIDDLE LEVEL TIERED COMPONENTS

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

OIEP AND RTI: QUESTIONS AND SOLUTIONS

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

Resources

West Virginia Department of Education

LRP Publications Carnegie Foundation