2

Tier 1: › Is for ALL students› Is highly effective teaching and learning› Contains the core curriculum› Includes differentiated learning› Formatively assesses students› Utilizes all teachers

Quality academic and behavioral instruction› Research based instructional strategies› Characteristics of Highly Effective Teaching

and Learning (CHETL)› Regular formative assessment

Approximately 80% of all students will be successful with academic and behavioral components

Do you know how your students are performing?

Is flexible Stems from effective and ongoing

assessment of learner needs Includes flexible grouping to ensure student

access to a wide variety of learning opportunities and working arrangements

Encourages all students to consistently work with “respectful” activities and learning arrangements

Encourages collaboration in learning between students and teachers

(Tomlinson & Allan, 2000)

Content

Process

Products

(Tomlinson & Allan, 2000)

Readiness

Interest

Learning Profile

(Tomlinson & Allan, 2000)

Tier 2 and beyond› Is for students that have not made adequate

progress or have exceeded the standard› Utilizes highly effective teachers › Is targeted to meet the individual student’s

needs› Includes differentiated learning› Formatively assesses students (progress

monitor)› Utilizes all teachers (e.g., identifying students

for intervention, planning for intervention, motivating students)

› Students and parents should be involved in the process

Tier 1/universal instruction + small group or individualized instruction

There may be a significant change in staff roles and responsibilities

Provide appropriate professional learning opportunities

Progress monitor students regularly

Regular collaboration with intervention teacher and classroom teacher

Develop plan to regularly document the fidelity of the implementation of interventions

ESS Model Lab Model  Intervention Time Lunch Intervention Embedded Model  Pull-out Model

Internal › Vertical› Horizontal› Leadership (school and/or district)› Students

External› Parents/Guardians› Community members/agencies

CHETL› http://www.education.ky.gov/kde/instructio

nal+resources/highly+effective+teaching+and+learning/characteristics+of+highly+effective+teaching+and+learning+in+the+library.htm

Florida Center› http://www.fcrr.org/

National RtI website› http://www.rti4success.org/

Kentucky Center for Mathematics› http://www.kentuckymathematics.org/

Leadership for Differentiating Schools & Classrooms› Tomlinson, C. A., & Allan, S. D.

(2000). Leadership for differentiating schools and classrooms. Alexandria: Association for Supervision and Curriculum Development.

Questions? 502-564-2106

Kim Willhoite, Reading InterventionistKim.willhoite@education.ky.gov

Samantha Thomas, Math InterventionistSamantha.thomas@education.ky.gov

April Pieper, Academic Program ManagerApril.pieper@education.ky.gov

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