Response to Intervention

Georgia’s Student Achievement Pyramid of Interventions

Responses to Meet the Needs of ALL Georgia Students

The Georgia Department of Juvenile

Justice

Department of Education

Summer Workshops

June 9th and 10th 2011

Introduction and Overview:

Response to Intervention (RTI): Response to Intervention (RTI): The Georgia Student Achievement The Georgia Student Achievement

Pyramid of Interventions is the process of Pyramid of Interventions is the process of aligning appropriate assessment with aligning appropriate assessment with purposeful instruction for all students.purposeful instruction for all students.

In Georgia:In Georgia: Response to Intervention is based in the Response to Intervention is based in the

general education classroom where general education classroom where teachers routinely implement a strong and teachers routinely implement a strong and rigorous standards-based learning rigorous standards-based learning environment. environment.

Introduction and Overview Conti.:

The tiered approach to providing layers The tiered approach to providing layers of intervention for students needing of intervention for students needing support requires a school wide common support requires a school wide common understanding of the Georgia understanding of the Georgia Performance Standards (GPS), Performance Standards (GPS), assessment practices, and instructional assessment practices, and instructional pedagogy.pedagogy.

Georgia’s RTI Process Includes: A 4-Tier delivery model designed to provide support A 4-Tier delivery model designed to provide support

matched to student need through the matched to student need through the implementation of standards-based classrooms. implementation of standards-based classrooms. Evidence-based instruction as the core of classroom Evidence-based instruction as the core of classroom pedagogy. Evidence-based interventions utilized pedagogy. Evidence-based interventions utilized with increasing levels of intensity based on with increasing levels of intensity based on progress monitoring.progress monitoring.

The use of a variety of ongoing assessment data to The use of a variety of ongoing assessment data to determine which students are not meeting success determine which students are not meeting success academically and/or behaviorally. Data Teams in academically and/or behaviorally. Data Teams in each school serve as the driving force for each school serve as the driving force for instructional decision making in the building.instructional decision making in the building.

Purposeful allocation of instructional resources Purposeful allocation of instructional resources based on student assessment data.based on student assessment data.

A Systemic and Purposeful Process:

All students participate in general All students participate in general education learning. Students requiring education learning. Students requiring interventions to meet individual interventions to meet individual learning expectations will receive learning expectations will receive support through a systematic and support through a systematic and purposeful process. The number of purposeful process. The number of students requiring interventions will students requiring interventions will decrease as the level of intensity of the decrease as the level of intensity of the intervention increases.intervention increases.

4-Tier Delivery Model:

Tier 1 – Standards-Based Classroom Learning Tier 1 – Standards-Based Classroom Learning

Tier 2 – Needs-Based Learning Tier 2 – Needs-Based Learning

Tier 3 – SST-Driven Learning Tier 3 – SST-Driven Learning

Tier 4 – Specially-Designed LearningTier 4 – Specially-Designed Learning

DJJ Tier 2-4 Interventions:

Let’s Go Learn-YDCsLet’s Go Learn-YDCs

Instruction Targeted for TABE Success Instruction Targeted for TABE Success (ITTS) (ITTS) McGraw-Hill-McGraw-Hill- RYDCs RYDCs

Data/RTI Leadership Teams:

PurposePurpose

MissionMission

Participants:Participants:

School level participants should include School level participants should include the principal, grade level/content area the principal, grade level/content area representatives, counselors, and school representatives, counselors, and school psychologist.psychologist.

Using Data to Drive Instruction Decision

Making

Problem Solving Process Checklist