1. Response to Intervention: The Georgia Student Achievement Pyramid of Interventions October 22, 2008

2. Response to Intervention Process of aligning appropriate assessment with purposeful instruction for all students.

4. Tier 1 Non-negotiables Tier 1 STANDARDS-BASED CLASSROOM LEARNING: All students participate in general education learning that includes: – Universal screenings to target groups in need of specific instructional support. – Implementation of the Georgia Performance Standards (GPS) through a standards based classroom structure. – Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning. – Progress monitoring of learning through multiple formative assessments.

5. Tier 2 Non-negotiables NEEDS-BASED LEARNING: In addition to Tier 1, targeted students participate in learning that is different by including: – Standard intervention protocol process for identifying and providing research based interventions based on need and resources. – On-going progress monitoring to measure student response to intervention and guide decision-making.

6. Tier 3 Non-negotiables SST-DRIVEN LEARNING: In addition to Tier 1 and Tier 2, targeted students participate in learning that is different by including: – Intensive, formalized problem solving to identify individual student needs. – Targeted research based interventions tailored to individual needs. – Frequent progress monitoring and analysis of student response to intervention(s).

7. Tier 4 Non-negotiables SPECIALLY-DESIGNED LEARNING: In addition to Tiers 1 through 3, targeted students participate in : – Specialized programs, methodologies, or instructional deliveries. – Greater frequency of progress monitoring of student response to intervention(s).

8. School Data Teams Data Teams in each school serve as the driving force for instructional decision making in the building. The team will use data during the year to monitor growth in terms of the rate of increase shown at the district, school, classroom or student level. The data team is responsible for targeting the areas of needed improvement and working to address the specific issues related to those areas. The data team will identify additional “detective work” assessments needed to determine the root cause of the identified underperformance.

9. What is the problem? What does the data show? Why is this happening? Curriculum Issue? Instructional Issue? Student Issue? What is our plan? What are we going to do? What interventions are needed? How will we measure success? Implement the plan Who will do what, where, when, and how often? How will fidelity of implementation be determined? Did the plan work? What does the data show?

10. Universal Screening For a screening measure to be useful, it should satisfy three criteria (Jenkins, 2003): It needs to identify students who require further assessment. It needs to be practical. It needs to generate positive outcomes (accurately identifies students without consuming resources that could be put to better use).

11. Interventions Scientifically proven interventions mean that scientific results have already been published in peer-reviewed journals using the scientific rigor described in the definition from NCLB (see chapter 3). Research based interventions mean the methods, content, materials, etc. were developed in guidance from the collective research and scientific community. Evidence-based interventions indicate that specific data is available that shows the intervention improves student outcomes.

12. Differentiation Content: Multiple options for taking in information Process: Multiple options for making sense of the ideas Product: Multiple options for expressing what they know Environment:Multiple arrangements and settings to foster engagement and relevance. ( From the Sacramento City Unified School District)

13. Flexible Grouping Based on student performance Fluid movement Assessment data used to create groups Flexible time periods (one hour, one week, etc) Transfer of learning from flexible group to general instruction

14. Progress Monitoring Progress monitoring is a scientifically based practice that is used to assess students academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Common Formative Assessments Knowing students through assessments

15. Aimline= 1.50 words/week Trendline = 0.55 words/week Poor RTI Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida

16. Aimline= 1.50 words/week Trendline = 0.2.32 words/week Positive RTI Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida

17. Behavior School-wide expectations Data determines focus Consistency of school-wide plan Identification of individuals not meeting expectations Interventions provided

18. Fidelity Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered

19. Roles and Responsibilities State level leadership System level leadership Building level leadership Classroom teachers Intervention and instructional specialists School psychologists Parents

20. Funding RTI is an organizational framework and alignment of resources for student support School districts should create a plan to build the capacity for future support for students and their needs. Use of various existing funds to provide interventions for students

21. Response to Intervention Process of aligning appropriate assessment with purposeful instruction for all students.

22. John Wight (jwight@doe.k12.ga.us)jwight@doe.k12.ga.us Professional Learning Standards, Instruction, and Assessment