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

2. STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONS
TIER 4
SPECIALLY DESIGNED INSTRUCTION/LEARNING
Targeted students participate in:
-Specialized programs
-Adapted content, methodology, or instructional delivery
-GPS access/extension
Georgia Department of Education
Offices of Curriculum and Instruction and Teacher/Student Support
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.)
The Student Achievement Pyramid of Intervention is a framework for ensuring success for ALL students. Each tier focuses on curriculum, instruction, and assessment.
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.)

3. Old Way 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
GADOE, 2007

4. Pyramid of Interventions Way
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
GADOE, 2007

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

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
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
GADOE, 2007

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
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 ELIGIBILITY DETERMINATION AND CATEGORIES OF ELIGIBILITY }
GADOE, 2007

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

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.

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.

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.

15. For additional information, contact:
Georgia Department of Education
Division for Special Education Services and Supports
1870 Twin Towers East
Atlanta, Georgia 30334
Website:
Kristina Brooks:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools