SolutionTree.com/Changemakers CHALLENGE At Highland Elementary School, Principal Michelle Deime knew her students were struggling, and she wanted more for them. From what Michelle understood from the district’s mandate and the level of fidelity required for effective RTI at Work™, she knew her school lacked the structures for successful implementation. Before 2021, data was collected at Highland but not used to identify essential standards or drive targeted interventions. A consistent intervention schedule was nonexistent, and Tier 1 instruction lacked fidelity. Teachers struggled to see themselves as providers of all three tiers, leading to an overreliance on pull-out programs that caused students—especially those with special needs and multilingual learners—to miss core instruction. Collaboration was fragmented, with specialists not integrated into the master schedule and grade-level teams working in isolation. The purpose of professional learning communities was unclear, vertical alignment was missing, and misconceptions about full inclusion created hesitation among staff. Without clear training on response to intervention (RTI), behavior issues escalated, and “all means all” remained more of a slogan than a reality. IMPLEMENTATION In the 2021–2022 school year, as part of the districtwide RTI initiative, Highland’s administrators attended an initial RTI presentation by Mike Mattos. This session laid the groundwork for understanding RTI, emphasizing the inverse triangle model and the need for consistent multitiered instruction. Administrators learned that students could require support across all three tiers without necessarily qualifying for special education. Following this, Highland brought in Solution Tree associate Kyle Palmer, who immediately began professional development sessions. One of the first steps was strengthening professional development and collaboration with guidance from Kyle. Michelle and her team started to embrace the concept of “all means all,” recognizing that strong Tier 1 instruction is foundational. Clear norms and protocols were established for staff meetings and PD sessions, ensuring they were structured, student-focused, and meaningful. A unified meeting space fostered collaboration and cross-grade discussions. The following year, 2022–2023, focused on strengthening RTI practices. A significant shift involved clarifying the difference between Tier 2 and Tier 3 instruction, restructuring it as targeted instruction within the classroom, and creating a more seamless continuum of support. Another major focus was helping teachers prioritize essential standards, deepening instruction. They analyzed student work and refined strategies in collaborative meetings, shifting from deficit-focused to instructional reflection, and tracking evidence for action. By 2023–2024, Highland was in its third year of implementing RTI at Work practices. These efforts resulted in more strategic small-group instruction, with teachers intentionally using data to drive interventions. Collaborative student work analysis helped standardize expectations and align interventions more effectively. Through these structured, incremental changes, Highland Elementary transitioned from a broad understanding of RTI to a purposeful, data-driven approach that prioritizes strong Tier 1 instruction, targeted interventions, and ongoing teacher reflection. The school’s RTI journey has been marked by a commitment to continuous improvement, ensuring that all students receive the support they need to succeed. HIGHLAND ELEMENTARY SCHOOL COLUMBUS, OHIO 306 STUDENTS / 100% FREE OR REDUCED LUNCH / 32.5% ENGLISH LEARNERS / 26.3% SPECIAL NEEDS 32.5% HISPANIC OR LATINO / 27.2% BLACK / 26% WHITE / 14.2% MULTIRACIAL Our journey began with deep conversations and professional development, but the real work started with implementation. Now, we’re refining our approach, fostering collaboration, and using student data to drive meaningful change. Tier 2 can feel complex, but . . . we can’t overthink it—the answers are in the data. MICHELLE DEIME / PRINCIPAL EVIDENCE OF EXCELLENCE
