RtI in Georgia: Student Achievement Pyramid of Intervention

1. RtI in Georgia: Student Achievement Pyramid of Intervention GADOE, 2007 What is a Pyramid of Intervention?

2. TIER 4 SPECIALLY DESIGNED INSTRUCTION/LEARNING Targeted students participate in: -Specialized programs -Adapted content, methodology, or instructional delivery -GPS access/extension TIER 3: SST DRIVEN INSTRUCTION/LEARNING Targeted students participate in: -Individual assessment -Tailored interventions to respond to their needs -Frequent formative assessments -Consideration for specially designed instruction only when data indicates a need (e.g. gifted or special education services) • TIER 2: • NEEDS BASED INSTRUCTION/LEARNING: • STANDARD INTERVENTION PROTOCOLS • Targeted students participate in instruction that: • -Is different from Tier 1 • Uses established intervention protocols • Provides enhanced opportunities for extended learning • -Uses flexible, small groups • -Includes more frequent progress monitoring • -Addresses needs in all developmental domains (academic, • communication/language, social etc.) • TIER 1 • STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING • All students participate in instruction that is: • -In the general education classroom • Standards-based • Differentiated • Evidenced-based • Guided by progress monitoring & balanced assessment • -Planned to address all developmental domains (academic, • communication/language, social etc.) STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS Georgia Department of Education Offices of Curriculum and Instruction and Teacher/Student Support

3. Old Way GADOE, 2007 Student has difficulty we: • Refer them to SST • Possibly have three SST meetings • Wait for the student To Fail without providing intense interventions • Refer On To Special Education evaluation

4. Pyramid of Interventions Way GADOE, 2007 • Being Proactive • No More Wait to Fail- intense interventions provided earlier on to struggling students • General Education can Help All Students • No more Gray area- even students that “Don’t Qualify” will have instructional supports available • Making Intervention Really and Truly Work • Most Pre-referral interventions are based on a checklist- not based on student needs identified through data analysis • Reducing Disproportionality and Over-identification • Students with intrinsic, lifelong disabilities will be served by special education placement • Looking at Instruction as a factor • Instructional Casualties are Not LD

5. Georgia’s model: Student Achievement Pyramid of Intervention GADOE, 2007 • Tiers of support for students who are struggling with: • Academics • Communication/language deficits • Appropriate school behavior/social skills • Provides assistance to any struggling student

6. What makes the Pyramids possible? • These assumptions and beliefs are only possible when system wide progress monitoring is established GADOE, 2007

7. What We Look For in CBM GADOE, 2007 INCREASING SCORES: Student is becoming more proficient in the area of delay FLAT SCORES: Student is not profiting from instruction and requires a change in the instructional program

8. Progress Monitoring Is Used To: • Identify at-risk students who may need additional services • Help teachers plan more effective instruction by designing instructional programs for students with diverse needs GADOE, 2007

9. Progress Monitoring is Relevant to Special Education Eligibility GADOE, 2007 • Progress monitoring includes the data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting child progress during instruction. When reviewing progress monitoring data, those students that exhibit a positive response to the research validated instruction being provided by general education cannot be considered as having a disability even though they may show deficits on achievement tests in the specified areas { SBOE Rule 160-4-7-.05 ELIGIBILITY DETERMINATION AND CATEGORIES OF ELIGIBILITY }

10. How do we operationalize Tier I and Tier II? Key questions to answer are: - Do we have scientifically based curricula for all students in Reading, ELA, and math? - Are school wide screenings used to group students for supplementary assistance? - How are formative assessments analyzed to determine student needs?

11. Decision Making Along the Continuum of the Georgia Student Achievement Pyramid of Intervention www.georgiastandards.org

12. Tier 1 • Universal screening or benchmarking is conducted at school level. • Evidence based curricula and strategies are in place for all students, and differentiation is documented by general education teachers through the general education environment. • At risk students are identified in an area of instructional delay (language, academics, behavior). • Any student identified as at risk is monitored for at least a grading period with progress monitoring tool or CBM in order to determine instructional effectiveness. • Data is included and analyzed by classroom general education teacher for decision making that indicates if Tier 1 universal interventions should be continued or if there is a need to proceed to the increased intensity of Tier 2 interventions. www.georgiastandards.org

13. Tier 2 • Hearing and vision screenings are completed for each student requiring Tier 2 interventions. • Parents are notified that additional small group instruction may be needed for their student. • The parent is contacted through a conference, phone call, or letter sent home that includes written documentation of the strategies that will be attempted. • Small group instruction in addition to core curriculum is provided to the student for at least one grading period. • Progress Monitoring is administered at least every 2-3 weeks to determine if a change in delivery or strategy is required. • If data after 3 progress monitoring checks indicates regression or no progress, the problem solving team of general education should meet to determine if more intensity in the delivery time or instruction is required. www.georgiastandards.org

14. Tier 3 • When the student remains at the lowest 25% of performance in the area(s) of deficit and additional interventions are deemed necessary by teachers, parents, or others, the SST process is initiated with a referral to SST. • Baseline and progress monitoring data from Tier 2 are analyzed to create specific goal(s) to increase student achievement in the area(s) of delay. • The SST may determine the need for additional information on the student. This may include the use or administration of informal or formal measures to gather individual data on the area(s) of concern. • Members of SST collaborate to identify no more than 2 specific interventions to utilize with the student. • *The plan for implementation includes a timeline detailing how long the intervention will be implemented and dates for progress monitoring. • If the child is making progress using the SST interventions, the interventions are continued for a minimum of 12 weeks. If progress toward the goal is minimal, SST members will revise or change the intervention. • *The intervention plan should be implemented for at least 4 weeks before changes are made. • *If the intervention plan is successful, the SST will create a plan for reducing the level of support needed by the child to the Tier 2 level. This plan should include a realistic timeframe for accomplishing this goal. • The SST may make a referral to special education if the intervention plan and the revisions are not successful in helping the child meet the goals identified by the SST. www.georgiastandards.org

15. For additional information, contact: Georgia Department of Education Division for Special Education Services and Supports 1870 Twin Towers East Atlanta, Georgia 30334 404-656-3963 Website: http://www.gadoe.org/ci_exceptional.aspx Kristina Brooks: krbrooks@doe.k12.ga.us Georgia Department of Education Kathy Cox, State Superintendent of Schools