2. 2

3.  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

4.  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?

5.  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)

6.  Content  Process  Products (Tomlinson & Allan, 2000)

7.  Readiness  Interest  Learning Profile (Tomlinson & Allan, 2000)

8.  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

9.  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

10.  Progress monitor students regularly  Regular collaboration with intervention teacher and classroom teacher  Develop plan to regularly document the fidelity of the implementation of interventions

11.  ESS Model  Lab Model  Intervention Time  Lunch Intervention  Embedded Model  Pull-out Model

12.  Internal › Vertical › Horizontal › Leadership (school and/or district) › Students  External › Parents/Guardians › Community members/agencies

13.  CHETL › http://www.education.ky.gov/kde/instructio nal+resources/highly+effective+teaching+an d+learning/characteristics+of+highly+effecti ve+teaching+and+learning+in+the+library.ht m http://www.education.ky.gov/kde/instructio nal+resources/highly+effective+teaching+an d+learning/characteristics+of+highly+effecti ve+teaching+and+learning+in+the+library.ht m  Florida Center › http://www.fcrr.org/ http://www.fcrr.org/  National RtI website › http://www.rti4success.org/ http://www.rti4success.org/

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

15. Questions? 502-564-2106 Kim Willhoite, Reading Interventionist Kim.willhoite@education.ky.gov Samantha Thomas, Math Interventionist Samantha.thomas@education.ky.gov April Pieper, Academic Program Manager April.pieper@education.ky.gov 15