Understanding Response to InterventionElena Perrello, School CounselorSAD # 63207-843-6010

Adapted from a presentation by Jackie MelendezDepartment of Education, Georgia

Student AchievementPyramid of Intervention

2

Tiers of support for students who are struggling with:–Academics–Communication/language deficits–Appropriate school behavior/social

skills

Provides assistance to any student

Pyramid of Interventions

Represents the process of continually implementing progress monitoring.

Provides layers of more intensive interventions so that students can be successful.

Reduces the number of students requiring placement in special education.

Our Goal :Our Goal :

Building a Student Achievement Building a Student Achievement Pyramid of InterventionPyramid of Intervention

that includes both

PREVENTION & INTERVENTION STRATEGIESPREVENTION & INTERVENTION STRATEGIES

To assist in improving the achievement of ALL students

TIER 1 STANDARDS-BASED CLASSROOM LEARNING:

All students participate in general education learning that includes:•Implementation of the Maine’s Performance Standards through research-based practices

•Use of flexible groups for differentiation of instruction•Frequent progress monitoring

TIER 2NEEDS BASED LEARNING:

Targeted students participate in learning that is in addition to Tier 1 and different by including:

•Formalized, systemic processes of intervention•Greater frequency of progress monitoring

TIER 3SAT DRIVEN LEARNING

Targeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by including:

•Individualized assessments•Interventions tailored to individual needs

•Referral for specially designed instruction if needed

TIER 4SPECIALLY DESIGNED

LEARNING

Targeted students participate in learning that includes:•Specialized programs

•Adapted content, methodology, or instructional delivery

• Access/extension

Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

Decreasing numbers of

students

Increasing Intensity of Intervention

STUDENT ACHIEVEMENT PYRAMID OF INTERVENTION

Tier 1:Core Instructional

InterventionsAll Students

80% of Students

Tier 2:Targeted Group InterventionsSome (at-risk)

Students

15%

Tier 3:Intensive, Individual

InterventionsIndividual Students

5%

RTI Pyramid

RTI/Response To Intervention

A process of implementing high quality, scientifically validated instructional practices.

Based on learner needs. Monitors student progress. Instruction based on student’s

response.

Core Principles

All children can be taught. Early Interventions. A multi-tier, integrated model of

service delivery. Uses a problem solving method. Must be researched based and

scientifically validated.

RTI Fidelity: Is the intensity and accuracy with

which instruction and intervention is implemented.

RTI- WHY?

Re-Authorization of IDEA 2004. In part says that a school will “use a

process which determines if a child responds to a scientific, research based intervention as part of its evaluation procedure”

Tier 1- Core Instructional Interventions:

Involve ALL students. Use a standards-based curriculum. Use research based strategies. Include differentiated instruction. Have effective classroom

management strategies.

Tier 1 Assessment

Frequent Balanced Curriculum based Monitor progress over time

Tier 2 Targeted Small Groups & Selected Individuals

Standard treatment protocols Researched- based strategies.

Tier 2 Assessments

Progress Monitoring for * Academic *Behavior/Social and *Learning Processes

Tier 3- Selected Individuals

Strategies and interventions are tailored for the specific needs of the individual student.

Tier 3- Assessments

More in- depth assessment and analysis of the concerns and needs of the student.

When is Tier 3 Necessary? When school- wide screening or

progress results indicate a deficit in a specific area.

Intervention is implemented and progress within the implementation is monitored.

Students not making sufficient progress in Tier1 and Tier 2 and fall behind on benchmarks.

Tier 3 -

Based on results of on-going assessment.

Highly individualized. Progress monitoring is embedded.

How Should Student Assistance Teams Operate?

Targeted students participate in: Individualized assessments Interventions tailored to individual

needs

What is Progress Monitoring?

20

Regularly and systematically using multiple indicators to assess and monitor children’s progress

Progress Monitoring Is a problem solving method. Occurs at each tier and can be

repeated. Directly assesses the specific skills or

standards. Is sensitive to small increments over

short periods of time. Is used to make comparisons with

students.

Problem Solving Cycle

Implications for Schools: A more defined and comprehensive school reform process. An increase in collaboration with all education stakeholders. More uniform documentation methods. A need to change the SPED process and better understand the pre-referral process.

TIER 1 STANDARDS AND COMPETENCY BASED GUIDANCE AND COUNSELING PROGRAM

Program Standards include:

Academic/Social/Emotional and Career Development School Counseling Program Models Maine Department of Education Curriculum American School Counseling Association (ASCA)

TIER 2INTERVENTIONS GUIDANCE AND COUNSELING:

Targeted students participate in specific guidance and counseling activities that address the identified concerns. The identified concerns come from relevant data. Some data drivers:

• Small group sessions on discipline, attendance, mediation, conflict resolution and retention issues.

TIER 3SCHOOL COUNSELING PROGRAM IN INTERVENTION

Targeted students participate in activities that are in addition to Tier 1 and Tier 2, but also include specific interventions designed for individual needs.

Some Example:• Brief counseling, referrals, crisis management

Counseling and individual responsive services

TIER 4INTERVENTION SOURCES

Targeted students participate in or receive services from government, non profits, and /or private agencies for interventions to address chronic issues that impede learning.

Examples:Communities in schools, Group Homes,

Juvenile justice System

Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

Guidance and Counseling

Assessment and use of data

SCHOOL COUNSELING PYRAMID OF INTERVENTION

Guidance Curriculum

Teaming and collaboration

Advocacy

EIGHT STRANDS OF QUALITY EIGHT STRANDS OF QUALITY

CurriculumCurriculum

InstructionInstruction

AssessmentAssessment

Planning and OrganizationPlanning and Organization

Student, Family & Community SupportStudent, Family & Community Support

School CultureSchool Culture

LeadershipLeadershipProfessional LearningProfessional Learning

Community/School Liaison

•Develop school and community understanding

•Work to get everyone on the same page

•Help parents understand school & system policies and procedures

•Help students & community understand differing abilities

NEXT STEPS: