1. SST/RTI Teacher Presentation
Presented by Cameryn Rivers SY

3. We’ve all been here.

4. 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 don’t 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….

5. There’s that pyramid again
If you’re like me the sight of this pyramid may cause this…..

6. HUH???
Or this…

7. SST/RTI in Layman’s 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 aren’t 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 for Special Education.
Instruction with interventions
Effective classroom instruction

8. What is RTI? A Response to Intervention process: includes all students
is designed as a proactive approach for instruction and intervention
A flexible process that changes with the student
is the responsibility of all certified staff and other instructional support staff
This whole pyramid encompasses the Response to Intervention process… 8

9. The RTI process begins with:
Tier 1 Instruction
Tier 1 Instruction is for ALL Students
Tier 1 Instruction should be consistent across 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?
Let’s 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.

10. 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.

11. 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 it from Tier 1 instruction:
The goal of Tier 2 is to remediate academic skill deficits so students will 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 with fidelity
If a student is not successful in Tier 1, even with the best efforts. They should be moved to Tier 2.

12. 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 the Students (not Grade Level!)
Needs that should be addressed within the next 4-9 weeks.
Students should not receive more than 1 math intervention or more that 1 reading intervention at a time.
Data is collected on a regular basis to determine if an intervention should be continued, altered or replaced

13. 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. Let’s 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

14. How does Tier 2 instruction differ from Tier 1 instruction?
Tier 2 instruction is more explicit, systematic, intensive, and supportive with struggling learners receiving more instructional time (e.g., an additional 30 minutes) than just regular Tier 1 classroom reading instruction.
Tier 2 is conducted with small, same-ability groups within or outside the classroom setting.
Tier 2 instruction involves frequent progress monitoring to track student progress and inform instruction.
During lessons, monitor students’ understanding and mastery of targeted objectives/standards
Provide additional support. DON’T WAIT (Make adaptations to Tier 2 lessons)

15. 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 Determine Intervention Effectiveness.
Progress monitoring examines student growth over time on a specific concept
All teachers monitor the progress of their students on a daily basis through formal and informal assessment….intervention progress monitoring is the same idea, but must be separate from class assessments.
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 won’t (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.

16. Progress Monitoring Non-Examples: Examples:
Weekly 1 minute fluency checks
Bi-weekly 2-5 minute digit fluency checks
A short assessment on comprehension every 2 weeks to determine if the intervention is working.
Non-Examples:
Chapter Tests
Quizzes
What to use for PM – EASY CBM, Intervention Central, Etc. 16

17. How to Know if an Intervention is Working
How do you know that an intervention needs to be changed or replaced?
A lack of progress on PM assessments will let us know (this could take weeks!)
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 simply replaced with a different intervention, ask yourself these questions….
Is progress being made?
Would a different intervention help make progress faster?

18. 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.

19. 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.

20. Tier 3 - Interventions
The primary differences between Tier 2 and Tier 3 Interventions are that Tier 3 interventions need:
More time (The intervention may last for minutes instead of 20 – 30 minutes)
More frequency (may conduct intervention 4 days a week instead 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

21. What does Tier 3 Intervention look like?
Tier 3 intervention is the next step for students with extreme reading, math and/or behavior difficulties who are not successful in Tiers 1 and 2. It is more intensive and designed to accelerate closing their performance gaps.
These students receive ideally 90 minutes of Tier 1 instruction, plus the more intensive 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: Let’s look at an intervention folder. ***Intervention specialist will walk through the folders.

22. 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.

23. 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 your to receive meeting dates and times
Talk a little about how Tier 2 updates/meetings will look.

24. We all know these students
Now, let’s 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 they’re in your class.

25. Behavior Interventions
Go through the same steps as academic interventions
Try to focus on positive behaviors. We want to TEACH students proper and positive behaviors.
If Tier 1 behavior systems aren't working, the intervention specialist with provide you with a tier 2 intervention
If Tier 2 is ineffective the student will receive Tier 3 support
We have to do our due diligence to ensure student is unable to control behavior. We can’t SST students because 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..