Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010 Adapted from a presentatio

1. Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010 Adapted from a presentation by Jackie Melendez Department of Education, Georgia

2. Student AchievementPyramid 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 includesboth PREVENTION & INTERVENTION STRATEGIES To assist in improving the achievement of ALL students

5. STUDENT ACHIEVEMENT PYRAMID OF INTERVENTION • 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, 2006 All Rights Reserved

6. Tier 3: Intensive, Individual Interventions Individual Students 5% 15% Tier 2: Targeted Group Interventions Some (at-risk) Students RTI Pyramid 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 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.

24. SCHOOL COUNSELING PYRAMID OF INTERVENTION 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 Guidanceand 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) Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved

25. EIGHT STRANDS OF QUALITY 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