2. Tiers – A Quick Review
Universal
Screening
80-100% of
Students
Tier 1
Differentiated Instruction
Data
Teams
Teach standards with
materials at different
readability levels
Re-teaching and
remediation of
Standards
Flexible
Grouping
Tiered assignments
and assessments Positive Behavior
Supports
Multiple
Formative
Assessments
Fidelity of
Instruction
Standards-
Based
Instruction
School-Wide Discipline
Plan
3. 8 students or less in
intervention group
Intervention 3-5 days of week
for at-least 15 minutes
Targeted Intervention
Strength Based
Targeted Intervention
Skill Gaps
10-15% of Students
Tier 2
Progress-Monitoring
every other week
Basic Skills
Fidelity of Instruction Targeted Behavior Interventions
Data Teams
4. Response to Instruction and
Intervention – and SST?
• SST – Student Support Team
– Small Part of RTI² - Less than 10% of students
– SST Chair – facilitates process for students in Tier 3
for skill deficit intervention
5. 4 students or less in
intervention group
Intervention 4-5 days a week for
approximately 30+ minutes
Intensive Intervention Strength Based
Intensive Intervention
Skill Gaps
Tier 3
Weekly Progress-Monitoring
Basic Skills
Fidelity of Instruction
SST
Data Teams
Less than 10%
of students
Intensive
Behavior
Interventions
6. Tier 3
SST Driven Learning in Georgia
• SST is a permanent commitment by the state
of Georgia to federal district court as a result
of Marshall vs. Georgia, 1984.
• Prior to the lawsuit, special education testing
was the only “strategy” for struggling
students.
• The SST’s original purpose was to prevent
inappropriate referrals to Special Education.
7. 5% or Less of Students
Fidelity of Instruction
Tier 4
Specially Designed Instruction
8. Student Support Team Process
- After Tier 2 interventions, teachers can request SST.
- SST Chair collects documentation, sends required
forms to parents, schedule s meeting, facilitates
meetings
- SST meetings – use problem-solving process
- Students participate in interventions 4-5 days a week
for at least 30 minutes
- SST meets to monitor progress every 4-6 weeks
9. Required Documentation
At Tier 2
Tier 1 and Tier 2 Documentation Form
Language Checklist
STAR/DIBELS/SRI/SOS Graphs
Skills Inventory/Behavior Skills Inventory
Teacher gives above documentation to SST Chairperson
If student does not
respond to
interventions, SST is
requested
10. RTI Documentation FormsFulton County
Schools RTI Documentation Form
Academic.docx
New Language ChecklistsGrade 5 Language
Checklist.pdf
RTI Documentation FormsFulton County
Schools Behavior Skills Inventory.docx
Fulton County Schools Skills Inventory.docx
11. Tips - Required Documentation
• Only accept complete files
• Schedule SST meeting upon receipt of
complete file
• Record/Document each time incomplete file is
given
• Provide coaching to staff when file is missing
information
12. SST Chairperson – Next Steps
• Schedule SST Meeting
– Discuss with administration – when are SST
meetings to be scheduled?
– Coverage?
– Keep an organized schedule
• Notify Staff Members
– Who is on the team?
– Staff notification method
13. Members of the Tier 3 SST
Tier 3 SST meetings require the following:
• A minimum of 3 school personnel in attendance, one of whom must be the
student’s classroom/referring teacher for the subject area of concern. Other
members who are recommended to attend include:
• Tier 3 Chairperson (ES/MS/HS) – for all Tier 3 meetings
• Curriculum Support Teacher (ES)– for all Tier 3 academic concerns
• Assistant Principal (ES)– for all Tier 3 behavior concerns
• Curriculum Assistant Principal (MS/HS) – for all Tier 3 academic concerns
• Assistant Principal for the student (MS/HS) – for all Tier 3 discipline
concerns
• Other members may include principal, counselor, school psychologist, ESOL
teacher, EIP/REP teacher, Special Education teacher, school social worker,
speech and language pathologist, central office personnel, or other appropriate
personnel.
• Parents must be invited but are not required to attend.
14. SST Chairperson – Next Steps
• Send Parent Documentation
• SST Parent Notification Meeting (Initial) or SST
Review Meeting Notification (Review/Follow-
Up)
• Parent Consent for Hearing and Vision
Screening
• Parent Questionnaire
• US Mail
15. RTI Documentation FormsParent Notification
Letter - SST Initial Meeting.doc
RTI Documentation FormsParent Notification
Letter - Review Meeting Announcement SST.doc
RTI Documentation FormsParent Consent for
Vision and Hearing Screening.doc
RTI Documentation FormsTier 3 SST Parent
Questionnaire.doc
16. SST Chairperson – Next Steps
• Upon receipt of Parent Consent for Hearing and
Vision Screening
– Hearing and Vision Screening form given to staff
member responsible for screening
• Varies by school - discuss process with
administration
PASS
• Results valid for one year
• Form stored in file
FAIL
Rescreen
Pass
Send Failure Letter
17. RTI Documentation FormsHearing and Vision
Screening Form.doc
Parent Notice of Hearing Screening Failure.doc
Parent Notice of Vision Screening Failure.doc
18. Facilitating SST Meetings
• Opening of meeting
• Introductions
• Purpose of Initial SST/Review
• During meeting
• SST Chairperson should facilitate the meeting and keep discussion
focused on each step of the problem-solving process
• Another SST member should record meeting minutes
• At close of meeting
• Schedule follow-up meeting
• Print a copy of “Meeting Summary” for all participants
19. SST Meeting
Use the Problem-Solving Process
1. Identify Specific Concern
2. Gather Information and Analyze Data
3. Specify Instructional Objective
4. Develop Educational and Monitoring Plan
5. Monitor and Evaluate Progress
21. Meeting Summary
• The Meeting Summary is NOT meeting Minutes
• Brief summary statements
• Key points
• Not meant to capture every word
• Parents cannot change or amend the document (can provide
additional comments or dissenting statements)
22. Current Open Files
• Do an “inventory”
• Notify teachers
• Teachers review files
• Schedule in order of need, starting 4-6 weeks into school
• SST is not RTI, RTI is not the new SST
• SST is problem-solving, data-utilization, and research-based
intervention monitoring for students who need intensive
interventions.
26. Your Questions
STAR
• STAR Academy dates and times
• How long do assessments take on computer
• When will teachers be able to use computer
for monitoring
• RTI Module for FultonConnect
• Pilot Schools
• Full Roll-Out
27. Model Schools – RTI
• With table partners, discuss current
practices and current implementation
• Share out to group
28. Tier 2 Documentation
• RTI Documentation form – completed by teacher
at team meeting
• Language Checklist – Follow directions for follow-
up
• Data-Collection
• How long in Tier 2?
• Sharing with feeder or transfer school?
29. Tier 3 Required Documentation
FROM TEACHER – To start SST
– RTI Documentation Form
– Language Checklist
– Data Collection
– Behavior and/or Skills Inventory
30. THEN
• Schedule Meeting
• Send Parent Documentation
• SST Parent Notification Meeting (Initial) or SST
Review Meeting Notification (Review/Follow-Up)
• Parent Consent for Hearing and Vision Screening
• Parent Questionnaire
• Screen Hearing and Vision when consent returned
• Follow procedure for failures
• Notify staff
31. Members of the Tier 3 SST
Tier 3 SST meetings require the following:
• A minimum of 3 school personnel in attendance, one of whom must be the
student’s classroom/referring teacher for the subject area of concern. Other
members who are recommended to attend include:
• Tier 3 Chairperson (ES/MS/HS) – for all Tier 3 meetings
• Curriculum Support Teacher (ES)– for all Tier 3 academic concerns
• Assistant Principal (ES)– for all Tier 3 behavior concerns
• Curriculum Assistant Principal (MS/HS) – for all Tier 3 academic concerns
• Assistant Principal for the student (MS/HS) – for all Tier 3 discipline
concerns
• Other members may include principal, counselor, school psychologist, ESOL
teacher, EIP/REP teacher, Special Education teacher, school social worker,
speech and language pathologist, central office personnel, or other appropriate
personnel.
• Parents must be invited but are not required to attend.
32. Regarding Evaluations
• IST and Psychologist
• Involve in SST as much as feasable
• Must attend if testing is being considered
• Informed Consent
• Given by IST or School Psychologist
• Direct Parent Referrals
• MUST still have meeting
• MUST provide interventions if needed
• MUST collect data
• Evaluation does NOT equal eligibility
• Private Evaluations
• MUST still have meeting
• MUST provide interventions if needed
• MUST collect data
• Evaluation does NOT equal eligibility
33. Intervention, Intervention,
Intervention…
• How do teachers find time for intervention in the high school
setting?
• How do we provide interventions when the school does not
have an intervention block? Connections? Lunch?
• How do we choose the right intervention?
• Students with behavior problems
• And no academic issues
• Behavior interventions by Tier
