SST/RTI Teacher Presentation
Presented by Cameryn Rivers SY Weve all been here. The SST/RTI Pyramid This is what I was always shown as a teacher. I understood it, but my understanding did not transfer to my practice outside of the PD. I knew I had to do interventions, but I dont think I took the time to completely understand the process, ON TOP of EVERYTHING else I was responsible for. In fact, when I saw this pyramid I got the feeling of. Theres that pyramid again
If youre like me the sight of this pyramid may cause this.. HUH??? Or this SST/RTI in Laymans Terms
Intense interventions and potential evaluation. Well have no fear, the easy pyramid is here. Tier 1 is effective classroom instruction. This is where you teach students using research based instructional strategies. If students are not responding to your teaching strategies consult with your instructional coach to ensure that you have support in effectively meeting the needs of students. Tier 2 is when you see your best efforts in the classroom arent working and your students need additional assistance to be successful. This is where you will implement Tier 2 level of interventions. Once the student has been given the intervention for a reasonable amount of time (about 8 10 times) and there is still no success or improvement, the student will begin to receive more intense interventions and move to Tier 3. During Tier 3 is where the student becomes the subject of the SST (Student Support Team). At tier 2 the student IS NOT in SST, this does not begin until the student reaches Tier 3. Basically Tier 2 is school and parent business and Tier 3 becomes school, parent, Special Education, and Psychologist business. In Tier 3, we begin to make decisions about whether or not this student needs to be considered for an evaluation. Tier 4 is where the student qualifies forSpecial Education. Instruction with interventions Effective classroom instruction What is RTI? A Response to Intervention process: includes all students
is designed as a proactive approach for instructionandintervention A flexible process that changes with the student is the responsibility of all certified staff and otherinstructional support staff This whole pyramid encompasses the Response to Intervention process 8 The RTI process begins with:
Tier 1 Instruction Tier 1 Instruction is for ALL Students Tier 1 Instruction should be consistentacross ALL schools This is the beginning of the RTI process The RTI process begins with: Research-Based, Highly Engaging Instruction. What do we have without this in every classroom? Lets talk about what Tier 1 looks like..Tier 1 is at the base of the pyramid. This is the foundation/basis of all school learning. This is your regular classroom instruction. What does Tier 1 look like?
Delivery of the intended curriculum! Standards Based Differentiated Engaging To Students Uses Formative and Summative Assessments College and Career Readiness Aligned to CCGPS Universal Screening These are all best practices and expectations. We are all sharpening our tools in this area. Your instructional coach is here to support you in Tier 1. Reflection #1: What other Tier 1 strategies would you use. **Intervention specialist will add them to the premade poster. The poster will hang in the office/room of the intervention specialist to be added to and/or as a reminder. What is Tier 2? Tier 2 is defined as small group instruction that relies on research- based interventions. Tier 2 has three characteristics that distinguish itfrom Tier 1 instruction: The goal of Tier 2 is to remediate academic skill deficits so studentswill be successful in the Tier 1 program without support. It is research (evidence)-based It consists of small-group instruction It involves a clearly articulated intervention implemented withfidelity If a student is not successful in Tier 1, even with the best efforts. They should be moved to Tier 2. Reminder about Tier 2 Interventions
In Addition to Tier 1! For small groups of students Focus on Gaps Are delivered at the Instructional Level of theStudents (not Grade Level!) Needs that should be addressed within the next 4-9weeks. Students should not receive more than 1 mathintervention or more that 1 reading intervention at atime. Data is collected on a regular basis to determine ifan intervention should be continued, altered orreplaced Who, When, Where, How??? Which Students When/Where How Often Who
All students within the school or grade band who need help with reading fluency may be grouped together. *Students should be grouped based on instructional need, not necessarily by grade level, teacher, etc. *Remember, can not be in place of instruction! Before school Extended Learning times Built in RTI block Lunch and Learn After School Programs EIP/REP *Remember, the aforementioned places and times are NOT interventions!The intervention is what is provided during these times *Best Practice Tier 2 interventions occur at least twice per week for at least min. It must be consistent. ie: Every Monday 9-9:30 Every day at 10am for 20 min Every Mon, Wed, Fri from 2:30-3:00 *However, data depends on frequency of intervention. If intervention only occurs once a week then PM every month.If daily, may need to PM every week. Classroom teacher *Often, schools will designate specific teachers with the ability to assist students with a specific need. *If classroom teacher, be sure he/she focuses on the instructional need versus re-teaching the intended curriculum. Reflection #2. Lets look at this table that discusses Tier 2. Think about our school what do we need to work on? How can we improve our Tier 2 process? Reflection #3 Reflection #3 How does Tier 2 instruction differ from Tier 1 instruction?
Tier 2 instruction is more explicit, systematic, intensive, andsupportive with struggling learners receiving more instructionaltime (e.g., an additional 30 minutes) than just regular Tier 1classroom reading instruction. Tier 2 is conducted with small, same-ability groups within oroutside the classroom setting. Tier 2 instruction involves frequent progress monitoring to trackstudent progress and inform instruction. During lessons, monitor students understanding and mastery oftargeted objectives/standards Provide additional support.DONT WAIT (Make adaptations toTier 2 lessons) Progress Monitoring Valid and Reliable Instrument
Beginning at Tier 2, All Interventions must be Formally Assessed Used to determine the effectiveness of intervention Progress is measured regularly Rates of improvement or cut scores are identified Sensitive to small increments of growth The purpose of a Progress Monitoring Assessment is to DetermineIntervention Effectiveness. Progress monitoring examines student growth over time on aspecific concept All teachers monitor the progress of their students on a daily basisthrough formal and informal assessment.intervention progressmonitoring is the same idea, but must be separate from classassessments. Reflection #4: We will take this time to look at student data. I will provide each group of teachers with data for a student. Some data will match and some wont (maybe high grades, low test scores, and low progress monitoring or any derivative of this). I will use this time to show why progress monitoring should be done with fidelity. Inaccurate data can lead to a student who needs services not being evaluated or receiving special education services, even if they need it. The consequence is they remain in regular education and wreak havoc on your classroom, because they are not receiving the services they need. Progress Monitoring Non-Examples: Examples:
Weekly 1 minute fluencychecks Bi-weekly 2-5 minute digitfluency checks A short assessment oncomprehension every 2weeks to determine if theintervention is working. Non-Examples: Chapter Tests Quizzes What to use for PM EASY CBM, Intervention Central, Etc. 16 How to Know if an Intervention is Working
How do you know that an intervention needs to be changed orreplaced? A lack of progress on PM assessments will let us know (this could takeweeks!) Obvious that the wrong instructional level was used How can an intervention be changed? More Time More Frequent Different grade level Before deciding if an intervention should be changed or simplyreplaced with a different intervention, ask yourself thesequestions. Is progress being made? Would a different intervention help make progress faster? Tier 3 In addition to Tier 1 and Tier 2
Formal and more frequent progress monitoring SST (STUDENT SUPPORT TEAM) DRIVEN LEARNING If a student is not successful at Tier 2 after receiving Tier 2 interventions for a reasonable amount of time. They will them move to Tier 3, which is a more intense dose of interventions. Tier 3 - Interventions Common attributes of Tier 3 Interventions
In addition to Tiers 1 and 2 For a small, focused group of students Specific area of need must be determined Interventions must be Research-Based Interventions must relate to the specific area of need Data is collected on a regular basis to determine if an intervention should be continued, altered or replaced Rate of progress data is required Tier 3 interventions are in addition to (not instead of Tiers 1 and 2). Interventions at Tier 3 must follow the same expectations as all interventions research-based, aligned to area of need, progress monitoring data collected, etc. Tier 3 - Interventions The primary differences between Tier 2 and Tier 3Interventions are that Tier 3 interventions need: More time (The intervention may last for minutes insteadof 20 30 minutes) More frequency (may conduct intervention 4 days a weekinstead of 2 days per week) More focus (may only work with 1-5 students) More monitoring As you can see - intensity is the primary distinction between interventions at Tier 2 and Tier 3 What does Tier 3 Intervention look like?
Tier 3 intervention is the next step for students with extreme reading, mathand/or behavior difficulties who are not successful in Tiers 1 and 2.It is moreintensive and designed to accelerate closing their performance gaps. These students receive ideally 90 minutes of Tier 1 instruction, plus the moreintensive Tier 3 intervention (ideally 30 plus minutes). Repeated opportunities for practice and review Additional correction and feedback Increased time on task Drill repetition and practice review Tasks broken down into smaller steps Learning made visible Prompts and cues Reflection #5: Lets look at an intervention folder. ***Intervention specialist will walk through the folders. Interventions Tier One Tier Two Tier Three Interventions
(Must be research-based) Cannot replace instruction In addition to instruction or support given to ALL students In addition to Tier 1 and 2 Based on screener data. Concepts or skills needed by most students Intervention must relate to specific area of need Focus For ALL students For Small Groups of Students(3-5 students) For small, focused group of students(1-5 students) Frequency/ Time Quick, targeted, presented Just in time 1 day a week Provided in a Just-in Time timeframe 2 days a week / 20-30min 4 days a week /30-45 min Progress Monitoring Formatively Assess Data is collected on a regular basis to determine if intervention should be continued, altered or replaced *Beginning at Tier 2, all interventions must be formally assessed. Meetings Tier 2 Updates (Meetings) Tier 3 Meetings
Be knowledgeable about intervention progress Meet with intervention specialist about every 4 weeks to update progress Be able to provide documentation if requested Communicate with parent to notify of progress Input all information into Infinite Campus Bring items from the teacher checklist to the meeting Ensure all progress monitoring is up to date Check yourto receive meeting dates and times Talk a little about how Tier 2 updates/meetings will look. We all know these students
Now, lets talk a little about behavior. We all know these kids in the pictures. They have the same actions, but different faces and different names. These are the students that make you do this when you find out theyre in your class. Behavior Interventions
Go through the same steps as academicinterventions Try to focus on positive behaviors. We want toTEACH students proper and positive behaviors. If Tier 1 behavior systems aren't working, theintervention specialist with provide you with a tier 2intervention If Tier 2 is ineffective the student will receive Tier 3support We have to do our due diligence to ensure studentis unable to control behavior. We cant SST studentsbecause they are hard to deal with. Well have no fear behavior interventions are here. Reflection #6: As a Tier 1 focus, all classrooms should have some type of behavior system. This system should be used consistently and should focus on positive behaviors. Share out..