1. Response to Intervention Habersham County Schools

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 student’s 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.

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

4. Policies and Procedures

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).

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 teacher’s 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.

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?

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 student’s individualized plan (minimum weekly). Standards Based Classroom + Additional Instruction and/or Strategies + Individually Designed Instruction

9. Interventions

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

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

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

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

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 ELL’s 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

15. Next Steps

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

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 SLP’s 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.