Response to Intervention Habersham County Schools
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- Slide 1
- Response to Intervention Habersham County Schools
- Slide 2
- Response to Intervention Pyramid The Pyramid of Intervention
(POI) is a multi-tiered, school-wide, service delivery model that
combines assessment and instruction in making data-based decisions
about a students progress. The Pyramid of Intervention (POI)
provides a systematic approach to meet the NCLB requirements and
reduce SPED disproportionality issues. The purpose of the pyramid
is to ensure every child is able to access grade level standards.
It is only after highly intensive and effective instruction proves
unsuccessful that we move to the next higher tier. The Pyramid of
Interventions is separated into four sections or tiers. Each tier
comes with its own set of descriptions and interventions to use
with students in need of additional assistance.
- Slide 3
- Response to Intervention Tier 1: Standards Based Classroom
Differentiation for every student Universal screening Tier 2:
Standards Based Classroom + Additional Instruction and/or
Strategies Small group instruction Progress monitoring Tier 3:
Standards Based Classroom + Additional Instruction and/or
Strategies + Intervention on the Individual Level Student Support
Team More frequent progress monitoring Tier 4: Standards Based
Classroom + Additional Instruction and/or Strategies + Intervention
on the Individual Level Special Education services ESOL (newly
arriving students) Gifted Most Frequent Progress Monitoring
- Slide 4
- Policies and Procedures
- Slide 5
- Tier 1 Standards Based Classroom (SBC) is provided for all
students. Instruction should focus on mastery of GPS. Approximately
80-100% receive Tier 1 ONLY. Each teacher is responsible for
monitoring the progress of students in their classes. This is good
classroom management Progress Monitoring for Tier 1 should happen
at least 3 times per year (benchmarks/common grade level
assessments/EOCTs/Finals).
- Slide 6
- Tier 2 Approximately 15%-20% of our students will receive Tier
2 support. Instruction should focus and support mastery of GPS. It
is the teachers responsibility to monitor the progress of students
on Tier 2 using formal and informal data (How is the student
doing?). Small group at least 60 minutes per week for a minimum of
9 weeks. This is a scheduled pre-planned time using evidenced based
interventions. (Most schools are developing an established
intervention time in which to meet the needs of these students.)
The RtI Team meets regularly to review the progress monitoring data
and revise intervention (Is this working? If yes, do we need to
continue? If no, do we try another intervention strategy or move to
Tier 3?). Progress Monitoring for Tier 2 should be completed
monthly or bi- weekly.
- Slide 7
- Tier 3/SST Approximately 5-10% of our students will receive
Tier 3 support. Instruction should focus on basic skills needed to
access the GPS. Referral is made by the RtI Team to SST.
Hearing/Vision Screening must be completed. (Check Health Form for
parent permission.) Small group (4 or less) at least 120 minutes
per week for a minimum of 12 weeks for academics. Progress
Monitoring at Tier 3 should be completed weekly by the person
providing the intervention strategy. SST is responsible for
evaluating the effectiveness of the intervention for the student
and revising the plan if necessary. If intervention is not working,
should we try a new intervention or should we move to Tier 4
referral?
- Slide 8
- Tier 4/Specialized Instruction Approximately 5-10% of our
students. Instruction should be individualized to meet the students
academic, behavioral or functional needs keeping the GPS in mind.
Group size and time determined by the students individualized plan.
Frequent progress monitoring as determined by the students
individualized plan (minimum weekly). Standards Based Classroom +
Additional Instruction and/or Strategies + Individually Designed
Instruction
- Slide 9
- Interventions
- Slide 10
- Tier 1 Examples Standards-based instruction Feedback (progress
reports, graded papers) Good classroom management strategies
(seating away from distractions, test retakes, make up work, etc)
Tutoring Frequent parental contact (email or phone) Differentiation
See RtI notebook for additional examples
- Slide 11
- Tier 2 Examples ElementarySecondary CRCT practice After school
programs EIP Behavior Checklists Check-in/Check out Study Island
Education City See RtI notebook for additional examples CRCT
practice After school programs Remedial Classes Behavior Checklists
Graduation Coach Study Island Lunch & learn See RtI notebook
for additional examples
- Slide 12
- Tier 3 Examples ElementarySecondary Wilson Reading Reading
Recovery SRA/Number Worlds Saxon Phonics Folding in Individualized
behavior plan Functional Behavioral Assessment See RtI notebook for
additional examples Remedial Classes with extra small group work on
basic skills Study Island (increased intensity) Before &
after-school tutoring At-Risk drop out prevention strategies See
RtI notebook for additional examples
- Slide 13
- Universal Screening Habersham County has identified the
following windows for universal screening for the 09-10 school
year: Fall: August 7-September 4 Winter: November 30-December 18
Spring: February 15-March 12
- Slide 14
- Universal Screening Academics: Emotional, behavior, and
attendance concerns: GKIDS (K) CRCT (1-8) Literacy Assessments
(K-5) AIMSweb Math and Reading (K-8) OAS Benchmarks (1-8) ACCESS
for ELLs Speech-Language Screening (Joliet) EOCT (9-12) GHSGT
(11-12) Lexile scores Georgia Writing Assessment (3, 5, 8) Office
referrals Discipline logs Attendance Nurse visits Counselor
referrals School-wide discipline data Classroom behavior plan
data
- Slide 15
- Next Steps
- Slide 16
- Schools need to: Identify RtI/SST members RtI team needs to
identify standard interventions that will be used at your school
during intervention time Review Universal Screening Data at a
minimum of three times a year RtI team reviews Tier 2 student data
at least once per grading period SST reviews Tier 3 student data at
least monthly
- Slide 17
- Questions & Answers: Do we need to stay with an
intervention if it is not working? No, you may change the
intervention and continue within the 9 or 12 week intervention.
Best practice is a minimum of 4 weeks to determine if the
intervention is not working. However, frequent changes may require
additional weeks of progress monitoring for validity and fidelity.
At what level do we need to invite parents? You must have
documented parental involvement at Tier 3. Best practice is from
the beginning. Do they have to wait 12 weeks for behavior and
speech? Best practices are 12 weeks, however a minimum of 6 weeks
of documentation must be included for a referral to even be
considered. Can a SPED teacher provide Tiered support? Yes,
provided the number of students served in the group does not exceed
maximum class size. With the focus of the teacher meeting the needs
of students with disabilities first. Who approves SPED referrals
outside the 12 week guidelines? The team can make a recommendation
but it must be approved by the SPED office. Can SLPs provide Tier 3
support for students needing speech services? Yes, provided the
number of students served in the group does not exceed maximum
class size. With the focus of the teacher meeting the needs of
students with disabilities first.