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Understanding Response to Intervention

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Presentation on theme: "Understanding Response to Intervention"— Presentation transcript:

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

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. 

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

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

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