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 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)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 › nal+resources/highly+effective+teaching+an d+learning/characteristics+of+highly+effecti ve+teaching+and+learning+in+the+library.ht m nal+resources/highly+effective+teaching+an d+learning/characteristics+of+highly+effecti ve+teaching+and+learning+in+the+library.ht m  Florida Center ›  National RtI website ›

 Kentucky Center for Mathematics ›  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? Kim Willhoite, Reading Interventionist Samantha Thomas, Math Interventionist April Pieper, Academic Program Manager 15