Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010...
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Transcript of Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010...
![Page 1: Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010 Adapted from a presentation by Jackie Melendez Department.](https://reader034.fdocuments.us/reader034/viewer/2022051400/551557a055034691418b4739/html5/thumbnails/1.jpg)
Understanding Response to InterventionElena Perrello, School CounselorSAD # 63207-843-6010
Adapted from a presentation by Jackie MelendezDepartment of Education, Georgia
![Page 2: Understanding Response to Intervention Elena Perrello, School Counselor SAD # 63 207-843-6010 Adapted from a presentation by Jackie Melendez Department.](https://reader034.fdocuments.us/reader034/viewer/2022051400/551557a055034691418b4739/html5/thumbnails/2.jpg)
Student AchievementPyramid of Intervention
2
Tiers of support for students who are struggling with:–Academics–Communication/language deficits–Appropriate school behavior/social
skills
Provides assistance to any student
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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.
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Our Goal :Our Goal :
Building a Student Achievement Building a Student Achievement Pyramid of InterventionPyramid of Intervention
that includes both
PREVENTION & INTERVENTION STRATEGIESPREVENTION & INTERVENTION STRATEGIES
To assist in improving the achievement of ALL students
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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
TIER 2NEEDS 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 3SAT 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
TIER 4SPECIALLY DESIGNED
LEARNING
Targeted students participate in learning that includes:•Specialized programs
•Adapted content, methodology, or instructional delivery
• Access/extension
Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved
Decreasing numbers of
students
Increasing Intensity of Intervention
STUDENT ACHIEVEMENT PYRAMID OF INTERVENTION
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Tier 1:Core Instructional
InterventionsAll Students
80% of Students
Tier 2:Targeted Group InterventionsSome (at-risk)
Students
15%
Tier 3:Intensive, Individual
InterventionsIndividual Students
5%
RTI Pyramid
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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.
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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.
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RTI Fidelity: Is the intensity and accuracy with
which instruction and intervention is implemented.
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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”
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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.
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Tier 1 Assessment
Frequent Balanced Curriculum based Monitor progress over time
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Tier 2 Targeted Small Groups & Selected Individuals
Standard treatment protocols Researched- based strategies.
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Tier 2 Assessments
Progress Monitoring for * Academic *Behavior/Social and *Learning Processes
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Tier 3- Selected Individuals
Strategies and interventions are tailored for the specific needs of the individual student.
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Tier 3- Assessments
More in- depth assessment and analysis of the concerns and needs of the student.
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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.
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Tier 3 -
Based on results of on-going assessment.
Highly individualized. Progress monitoring is embedded.
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How Should Student Assistance Teams Operate?
Targeted students participate in: Individualized assessments Interventions tailored to individual
needs
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What is Progress Monitoring?
20
Regularly and systematically using multiple indicators to assess and monitor children’s progress
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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.
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Problem Solving Cycle
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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.
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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)
TIER 2INTERVENTIONS 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.
TIER 3SCHOOL 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
TIER 4INTERVENTION 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
Georgia Department of Education Kathy Cox, State Superintendent of Schools April 12, 2006 All Rights Reserved
Guidance and Counseling
Assessment and use of data
SCHOOL COUNSELING PYRAMID OF INTERVENTION
Guidance Curriculum
Teaming and collaboration
Advocacy
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EIGHT STRANDS OF QUALITY EIGHT STRANDS OF QUALITY
CurriculumCurriculum
InstructionInstruction
AssessmentAssessment
Planning and OrganizationPlanning and Organization
Student, Family & Community SupportStudent, Family & Community Support
School CultureSchool Culture
LeadershipLeadershipProfessional LearningProfessional Learning
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Community/School Liaison
•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
NEXT STEPS: