Presentation on theme: "Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010 Adapted from a presentation by Jackie Melendez Department."— Presentation transcript:
Understanding Response to Intervention Elena Perrello, School Counselor SAD # Adapted from a presentation by Jackie Melendez Department of Education, Georgia
Student Achievement Pyramid 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 Pyramid of Intervention that includes both PREVENTION & 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 Maines Performance Standards through research-based practices Use of flexible groups for differentiation of instruction Frequent progress monitoring 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 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 TIER 4 SPECIALLY 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 Interventions All Students 80% of Students Tier 2: Targeted Group Interventions Some (at-risk) Students 15% Tier 3: Intensive, Individual Interventions Individual 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 students 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 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 childrens 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 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. 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 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 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 Curriculum Instruction Assessment Planning and OrganizationPlanning and Organization Student, Family & Community SupportStudent, Family & Community Support School Culture School Culture Leadership Professional 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: