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My conversation with a colleague was very informative about the tiered approach in our school. Where I was thinking that "tier 1" was my own classroom programming, she pointed out that it was helpful for her to think about tier 1 as what is good for all, which could be at a school level, for instance if a whole school decided to teach and use the "zones of regulation" program. Then Tier 2 is targeted to support some, and Tier 3 is clinical (support for a few).

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The elements of the tiered are in place to ensure the success of all our students. It is targeted because each tier specifically applies to a specific group of students. Through UDL and DI, all the students are supported at the tier 1 level. Any accommodations put in place will be for the benefit of all our students. These can range from quiet work spaces, to headphones and body breaks, which would benefit all our students if they need it. During this time, we are able to observe and collect data in order to pinpoint the students who may need extra support. In order to support the students who need it, along with the SST and the school team, we discuss success plans and personalized goals for those who need it. This includes additional work and support, and is flexible, allowing our students to return to tier 1 once they have mastered a skill. This system enhances student success by allowing for timely intervention, and identify any students that may be at risk in the future. 

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The elements of the tiered are in place to ensure the success of all our students. It is targeted because each tier specifically applies to a specific group of students. Through UDL and DI, all the students are supported at the tier 1 level. Any accommodations put in place will be for the benefit of all our students. These can range from quiet work spaces, to headphones and body breaks, which would benefit all our students if they need it. During this time, we are able to observe and collect data in order to pinpoint the students who may need extra support. In order to support the students who need it, along with the SST and the school team, we discuss success plans and personalized goals for those who need it. This includes additional work and support, and is flexible, allowing our students to return to tier 1 once they have mastered a skill. This system enhances student success by allowing for timely intervention, and identify any students that may be at risk in the future. 

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It's difficult to track students who move schools (or even boards) and to know what interventions have already been undertaken. These students end up being stuck at the bottom of the pyramid with no movement. I fear that this even happens within a single school setting without an effective system of communication. Teachers keep recognizing that a student has learning needs and begin to assess and understand their needs each year, but sometimes it ends up being "2 steps forward, 3 steps back".

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The tiered approach is an effective system that meets all of the student's needs. So many of the strategies used at the Tier 1 level meet the needs of a large group of students in the class. Through tracking and frequent collection of data, students that need the extra supports at Tier 2 and Tier 3 can be identified and supported appropriately. With the increasing amount of needs in the classrooms, teachers really do need to carefully design their classroom curriculum to support all learners.

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The key theme of the tiered approach is that strategies must be evidence-based.  Using best-practice universal design for learning helps all students, but the teacher must have the data and evidence to show when some students might need more targeted strategies.

Speaking with an SST colleague at my school, she collaborates with teachers to try different strategies when students are struggling.  The strategies are attuned to respond to the student's need(s), not a "trial and error" approach.

Data and evidence can take many forms, from assessment artifacts to behaviour tracking logs.  Often when analyzing the data, patterns may emerge: perhaps the students struggles around transition times, or has difficulty retaining facts in working memory.  This can help the team plan for a more targeted intervention to assist the student.

The key factor is to empower teachers to use a broad range of approaches in their planning and teaching, designing opportunities for learning for all students.

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On an OT assignment I had a few weeks ago, I was working on helping a student with a full-time EA in the class, working on what "everyone else is doing" (the student's word -- this student wanted very much to be seen doing the same work, or at least working on the same project as peers, with modified expectations as per their IEP.) I had several conversations/consultations with the EA, and with the teacher via email about what my plans were (it was a multi-day assignment) and how I was including this student in class activities, and how they could be supported while doing the tasks.

Upon the teacher's return to their class, I thought the matter was done with, I had done what I could to include this student in daily class activities, and had shared what I was working on with the teacher so that similar connections could continue if needed.

Imagine my surprise when I was taken aside and accused of trying to "tell the teacher how to do their job" and that my comments were considered negatively because I seemed to be calling into question the way the classroom teacher was teaching their students. I was very frustrated because I thought I was working constructively with the classroom team and had left that assignment feeling that I had supported all students to the best of my abilites.

In our course, we talk about the importance of team communication and ideas sharing being part of a strong SST team, and surely OTs are a part of this team, too. We may not be there everyday but we are there watching students in snapshots of their educational journeys too. I always try to leave positive notes when students seem to be excelling in a task, and I feel there is value in a visitor's opinion as well.

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After some discussion with colleagues it became apparent the common thread was that the tiered approach allows us to think proactive rather then reactive. The wait to see approach has proven to fail students since intervention is late.  By having this model we can do better as teachers at addressing student needs which in turn enhances success.  It also gives classrooms teachers a framework to work from since not all have solid experience working with kids with diverse learning needs.

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RTI or the tiered approach is specifically designed to enhance student success. It argues that we can set high expectations for all students, and use the tiered approach to create success for anyone. It argues that we should start with principles that are best for all, using differentiated instruction and Universal Design for Learning. DI and UDL should allow teachers to meet the learning needs of the majority of students, by using data to make environmental, process or product changes in our classroom. These changes do not necessarily need to go along with an IEP. They can be as simple as allowing student to use headphones, using flexible seating or involving more kinesthetic activities in your class. Then, moving to more targeted intervention strategies if needed for some students, if data or observations shows it is necessary. If tier 1 and tier 2 are not showing results, tier 3 involved specialized interventions are necessary which usually involves more community and school board supports.

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One thing I noticed from the video is how frequently it was stated that teachers need to have high expectations of their students, data to ensure you know where your students are and flexible teaching methods and groupings (resources, technology, etc) to ensure that all of your students’ needs are met so they can reach their goal. The focus of Tier 1 is done within the classroom between teacher and students.

Liz A

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With the tiered approach, all children receive the support they need to achieve success. Many different strategies and supports (both in school, out of school, clinicians, agencies etc.) need to be in place in order for all students to be successful. For example, having high quality instruction from teachers/EA's/SST's in a positive & safe learning environment is essential. Creating and maintaining high expectations for all students in the classroom is very important. The use of technology, DI, scaffolding, guided practice and intensive support will allow every single student to achieve success. More intensive and direct support with a specialized plan would be an example of a tier 2 support within the school. In regards to technology if a student has a communication LD, using the speech-to-text feature on google drive enables the students to get their ideas down by talking into the computer.

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-Maggie Bailey

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Focusing on the tiered approach ensures the needs of all students in the classroom are being met. Sometimes the higher needs in the classroom can take greater focus and the smaller needs accidentally end up forgotten. However, if look at the tiers not just as a model for representing how much support is needed, but also how many options we have and the time we may spend within that tier, we are recognizing that a large number of student needs can be addressed in tier one through research based high yield teaching strategies. As we saw in the activity last week in class (and supported by the reading Response to Intervention), there are number of research based strategies we can be using at the tier one level to meet the needs of many students. As we move up to tier two we recognize our focus will become less broad and time spent will become smaller but more intentional to meet the needs of specific students. The pattern follows onto tier three. 

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Focusing on the tiered approach ensures the needs of all students in the classroom are being met. Sometimes the higher needs in the classroom can take greater focus and the smaller needs accidentally end up forgotten. However, if look at the tiers not just as a model for representing how much support is needed, but also how many options we have and the time we may spend within that tier, we are recognizing that a large number of student needs can be addressed in tier one through research based high yield teaching strategies. As we saw in the activity last week in class (and supported by the reading Response to Intervention), there are number of research based strategies we can be using at the tier one level to meet the needs of many students. As we move up to tier two we recognize our focus will become less broad and time spent will become smaller but more intentional to meet the needs of specific students. The pattern follows onto tier three. 

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First I would like to say that I really enjoy that in this course you not only give reading assignments but you also give a video option.  As educators I think it is great when we show each other that we are aware of different learning styles.

I spoke with a college about the RTI platform for Alberta and the US.  We both always enjoy learning about how other provinces navigate student achievement.  I feel that RTI and Tiered Intervention helps the educator break down and visual see what interventions are in place for a student.  I think when we are able to use a variety of data resources we are able to effectively look at what interventions we are using or can use.  The importance of looking a the whole student is the key to success for any tier of intervention

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How RTI can enhance student success - Amanda Rodríguez 

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How RTI can enhance student success - Amanda Rodríguez 

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Tier 1 offers opportunities for all students to be supported & successful, through classroom approaches for most children (through UDL & DI).
Tier 2 provides school-based supports for some students, identifying areas of need through diagnostic assessments, an in-school team, and the idea that some children could benefit from personalised learning goals
Tier 3 draws on specialised supports from clinicians, outside agencies, with fewer children with significant needs

Overall, the whole child approach benefits learners by focusing on targeted needs, whether academic, emotional, social, or other.

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When you individualize student programming, you also can empower students to bring their interests to their own learning process. Working on a project or task that has personal worth to them can increase their motivation and connection. For example, students in a grade 8 class had to draft a resume as part of a writing project, I used the format to help a forward-looking "problem" student who never engaged in classroom work to build a resume and write a cover letter for Tim Horton's so he could apply for a job.

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How can the elements of the tiered approach be used to enhance student success?  Click anywhere to post your response

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How can the elements of the tiered approach be used to enhance student success?  Click anywhere to post your response