1. Understanding Response to Intervention
Elena Perrello, School Counselor
SAD # 63
Adapted from a presentation by Jackie Melendez
Department of Education, Georgia

2. Student Achievement Pyramid of Intervention
Tiers of support for students who are struggling with:
Academics
Communication/language deficits
Appropriate school behavior/social skills
Provides assistance to any student

3.  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.

4. Our Goal : Building a Student Achievement Pyramid of Intervention
that includes both
PREVENTION & INTERVENTION STRATEGIES
To assist in improving the
achievement of ALL students

5. STUDENT ACHIEVEMENT PYRAMID OF INTERVENTION
TIER 4
SPECIALLY DESIGNED
LEARNING
Targeted students participate in learning that includes:
Specialized programs
Adapted content, methodology,
or instructional delivery
Access/extension
Increasing Intensity of Intervention
TIER 3
SAT 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
Decreasing numbers of students
TIER 2
NEEDS 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 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
Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, All Rights Reserved 

6. Intensive, Individual Interventions Individual Students
RTI Pyramid
Tier 3:
Intensive, Individual Interventions
Individual Students 5%
Tier 2:
Targeted Group Interventions
Some (at-risk) Students
15%
Tier 1:
Core Instructional
Interventions
All Students
80% of Students

7. 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.

8. 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.

9. RTI Fidelity:
Is the intensity and accuracy with which instruction and intervention is implemented.

10. 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”

11. 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.

12. Tier 1 Assessment Frequent Balanced Curriculum based
Monitor progress over time

13. Tier 2 Targeted Small Groups & Selected Individuals
Standard treatment protocols
Researched- based strategies.

14. Tier 2 Assessments Progress Monitoring for * Academic
*Behavior/Social and
*Learning Processes

15. Tier 3- Selected Individuals
Strategies and interventions are tailored for the specific needs of the individual student.

16. Tier 3- Assessments
More in- depth assessment and analysis of the concerns and needs of the student.

17. 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.

18. Tier 3 - Based on results of on-going assessment.
Highly individualized.
Progress monitoring is embedded.

19. How Should Student Assistance Teams Operate?
Targeted students participate in:
Individualized assessments
Interventions tailored to individual needs

20. What is Progress Monitoring?
Regularly and systematically using multiple indicators to assess and monitor children’s progress

21. 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.

22. Problem Solving Cycle Evaluate Implement Intervention
Define the problem
Implement Intervention
Identify intensity of need
Plan an intervention

23. 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. 

24. SCHOOL COUNSELING PYRAMID OF INTERVENTION
Advocacy
TIER 4
INTERVENTION 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
Teaming and collaboration
Assessment and use of data
TIER 3
SCHOOL 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
Guidance and Counseling
TIER 2
INTERVENTIONS 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.
Guidance Curriculum
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) 24
Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, All Rights Reserved

25. EIGHT STRANDS OF QUALITY
Curriculum
Instruction
Assessment
Planning and Organization
Student, Family & Community Support
Professional Learning
Leadership
School Culture

26. Community/School Liaison
NEXT STEPS:
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