Presentation on theme: "Understanding Response to Intervention"— Presentation transcript:
1Understanding Response to Intervention Elena Perrello, School CounselorSAD # 63Adapted from a presentation by Jackie MelendezDepartment of Education, Georgia
2Student Achievement Pyramid of Intervention Tiers of support for students who are struggling with:AcademicsCommunication/language deficitsAppropriate school behavior/social skillsProvides 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.
4Our Goal : Building a Student Achievement Pyramid of Intervention that includes bothPREVENTION & INTERVENTION STRATEGIESTo assist in improving theachievement of ALL students
5STUDENT ACHIEVEMENT PYRAMID OF INTERVENTION TIER 4SPECIALLY DESIGNEDLEARNINGTargeted students participate in learning that includes:Specialized programsAdapted content, methodology,or instructional deliveryAccess/extensionIncreasing Intensity of InterventionTIER 3SAT DRIVEN LEARNINGTargeted students participate in learning that is in addition to Tier 1 and Tier 2 and different by including:Individualized assessmentsInterventions tailored to individual needsReferral for specially designed instruction if neededDecreasing numbers of studentsTIER 2NEEDS BASED LEARNING:Targeted students participate in learning that is in addition toTier 1 and different by including:Formalized, systemic processes of interventionGreater frequency of progress monitoringTIER 1STANDARDS-BASED CLASSROOM LEARNING:All students participate in general education learning that includes:Implementation of the Maine’s Performance Standards through research-based practicesUse of flexible groups for differentiation of instructionFrequent progress monitoringGeorgia Department of Education Kathy Cox, State Superintendent of Schools April 12, All Rights Reserved
6Intensive, Individual Interventions Individual Students RTI PyramidTier 3:Intensive, Individual InterventionsIndividual Students5%Tier 2:Targeted Group InterventionsSome (at-risk) Students15%Tier 1:Core InstructionalInterventionsAll Students80% of Students
7RTI/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.
8Core 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.
9RTI Fidelity:Is the intensity and accuracy with which instruction and intervention is implemented.
10RTI- 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”
11Tier 1- Core Instructional Interventions: Involve ALL students.Use a standards-based curriculum.Use research based strategies.Include differentiated instruction.Have effective classroom management strategies.
12Tier 1 Assessment Frequent Balanced Curriculum based Monitor progress over time
13Tier 2 Targeted Small Groups & Selected Individuals Standard treatment protocolsResearched- based strategies.
15Tier 3- Selected Individuals Strategies and interventions are tailored for the specific needs of the individual student.
16Tier 3- AssessmentsMore in- depth assessment and analysis of the concerns and needs of the student.
17When 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.
18Tier 3 - Based on results of on-going assessment. Highly individualized.Progress monitoring is embedded.
19How Should Student Assistance Teams Operate? Targeted students participate in:Individualized assessmentsInterventions tailored to individual needs
20What is Progress Monitoring? Regularly and systematically using multiple indicators to assess and monitor children’s progress
21Progress 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.
22Problem Solving Cycle Evaluate Implement Intervention Define the problemImplement InterventionIdentify intensity of needPlan an intervention
23Implications 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 processand better understand the pre-referral process.
24SCHOOL COUNSELING PYRAMID OF INTERVENTION AdvocacyTIER 4INTERVENTION SOURCESTargeted 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 SystemTeaming and collaborationAssessment and use of dataTIER 3SCHOOL COUNSELING PROGRAM IN INTERVENTIONTargeted 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 servicesGuidance and CounselingTIER 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.Guidance CurriculumTIER 1STANDARDS AND COMPETENCY BASED GUIDANCE AND COUNSELING PROGRAMProgram Standards include:Academic/Social/Emotional and Career DevelopmentSchool Counseling Program ModelsMaine Department of Education CurriculumAmerican School Counseling Association (ASCA)24Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, All Rights Reserved
25EIGHT STRANDS OF QUALITY CurriculumInstructionAssessmentPlanning and OrganizationStudent, Family & Community SupportProfessional LearningLeadershipSchool Culture
26Community/School Liaison NEXT STEPS:Develop school and community understandingWork to get everyone on the same pageHelp parents understand school & system policies and proceduresHelp students & community understand differing abilities