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AMY FRIEZ NOVEMBER 7, 2012 UNIVERSITY OF MONTANA Response to Intervention and School Counseling:

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Presentation on theme: "AMY FRIEZ NOVEMBER 7, 2012 UNIVERSITY OF MONTANA Response to Intervention and School Counseling:"— Presentation transcript:

1 AMY FRIEZ NOVEMBER 7, 2012 UNIVERSITY OF MONTANA Response to Intervention and School Counseling:

2 Today’s Presentation What is RTI? What does it look like in MT? Review of RtI & the ASCA National Model RtI & Comprehensive Developmental School Counseling Programs Are Aligned Tiered Delivery System DATA Social Justice Conceptual Model Exercise & Group Discussion Recommendations

3 What do you know about RtI?


5 Historically… General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through 5

6 The desired outcome… A Multi Tiered System of Supports -Academic and Behavioral- General Education Title &, Gifted Ed. Special Education & Gifted Ed. I I I I I I I I = 6 Support and training for all staff all along the continuum


8 RTI: A Brief Overview

9 Intervention Tiers Tier One Research-based, high quality instruction for all Benchmark testing/screening of all students Progress monitoring of at risk students Tier Two Small group, increased intensity instruction May involve separate curriculum Continued monitoring of student progress Tier Three Individualized, intensive services Progress monitoring Referral for special services National Joint Committee on LD, 2005Feiker-Hollenbeck, 2011Primary

10 National Perspective 71% of districts are in some stage of implementing RTI – up from 60% in 2008 and 44% in 2007 RTI is being increasingly implemented across all grade levels with a significant increase in high school implementation compared to 2008 Of districts with enough data, 83% indicated RTI has reduced the number of referrals to special education Districts reported the three primary obstacles to implementing RTI as: Insufficient teacher training, Lack of intervention resources, Lack of data, knowledge, skills for tracking/charting 2010

11 Schools in Montana’s RTI Project

12 ASCA National Model “How are students different because of what school counselors do?” (ASCA, 2003) 4 interconnected components: Foundation Delivery System Management System Accountability

13 RTI ESSENTIAL COMPONENTS 1.Leadership 2.Evidence-based Curriculum and Instruction 3.Ongoing Assessment 4.Collaborative Teaming 5.Data-Based Decision Making 6.Fidelity of Implementation 7.Ongoing Training and Professional Development 8.Community and Family Involvement

14 Proactive Collaborative Data-driven Multi-tiered Whole-child focused Equity and access to quality instruction and behavior support for ALL students RtI& ASCA: A Natural Fit

15 Three Interconnected and Shared Elements 1. Tiered Delivery Models 2. Data & Use of Assessments 3. Social Justice and Advocacy

16 Tiered Delivery System  Outlines breadth and depth of SC interventions based on student needs  Emphasizes serving ALL students as foundation of program  Outlines SC time spent in Delivery services

17 Using & Assessing Data

18 Use and Assessment of Data Needs assessments –Academic, career or personal/social –Delivered to students, parents/caregivers and/or school staff Pre-and post-tests or curriculum based measures to assess the learning of particular standards and skills Evaluate program interventions through the use of surveys given to students, staff or families

19 RtI ASCA Originally conceptualized as a means to address over-representation of minority students in special education Advocated as a means of identifying students with LD, as an addition or alternative to the traditional discrepancy-based model Strives to eliminate teacher bias in special education referrals **Early research indicates that students placed in special education in an RtI framework represent the ethnic and socioeconomic diversity of classrooms and schools*(Speece, Case, & Eddy, 2003) Ensure ALL students succeed and are as a result of RTI implementation Transforming School Counseling Initiative (Education Trust, 1996) Dismantle systemic policies that discriminate against certain types of students while simultaneously supporting others Advocate for the rights of students, as well as calling for systemic investigation of such practices Ensure ALL students succeed and are DIFFERENT as a result of ASCA implementation Social Justice and Advocacy

20 Recommendations Connect counseling interventions to the RtI structure Seek a Balanced Role Between a Service Provider and an RtI Team Member Use of data to identify needs and evaluate effectiveness Implement research-based programs and interventions and contribute to evidence-based practices within the field Serve as an advocate for historically underserved populations Use RtI as a vehicle for better serving all students Ockerman& Mason ISCA, 201123Knowing this


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