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Intro Course 101: Pyramid of Interventions, RTI & SSTSSTAGE
Conference January 24, 2008 Lynn LeLoup Pennington Education
Consultant, President of SSTAGEand Frank Smith GaDOE, Psychological
Services & SST
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The Pyramid of Interventions
What do you know about it?
What does it mean to you?
Is RTI (Response to Intervention) and the Pyramid of
Interventions (POI) the same thing?
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Essential Questions:
Are our students learning?
How do we know that they are learning?
What are we prepared to do when they do not learn?
DuFour, R., DuFour, R., Eaker, R., Karhanek, G. (2004), Whatever
it takes: How professional learning communities respond when kids
dont learn. Bloomington, IN, National Educational Service
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When the Georgia Department of Education (GaDOE) gave birth to
the Student Achievement Pyramid of Interventions, it established a
new and enlightened context to understand and improve education for
ALL STUDENTS.
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Georgias Student Achievement Pyramid of Interventions
organized common sense...
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Georgias Student Achievement Pyramid of InterventionsWhat It
IsIntegrated system of service deliveryPrevention model Designed to
find and provide students at-risk with effective instruction,
learning and interventionsAligns with NCLB, IDEA and Georgia School
Keys
What It Is NotSpecial education eligibility systemWait-to-fail
modelDesigned to prevent students from receiving special education
servicesAddresses only the mandates of IDEA
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Key ConceptsProvide high-quality, research-based instruction to
all studentsMonitor student progress in response to that
instructionIntervene immediately when students do not make adequate
progress Determine what students need Provide change in instruction
and interventionsContinue monitoring students response to the
instruction (interventions) Increase intensity of interventions and
frequency of monitoring as needed
Do you see a pattern emerging?
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SEE
CHECK PLAN DOutilizes a problem-solving framework and
data-driven decision making process
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Data-driven problem solving is the engine within the pyramid
which provides educators with a systematic process to make informed
decisions at each tier.
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Data Decision rules Data Decision rules Data Decision
rulesDataDATA is what fuels the engine.
Data will determine what instructional supports are needed to
solve the student achievement problems
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Data-based problem solving represents the core conceptual basis
of addressing students academic and behavioral problems whether we
are focusing on the entire schoola single grade levelone classrooma
small groupone student
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STUDENT ACHIEVEMENT PYRAMID OF INTERVENTIONSGeorgia Department
of EducationOffices of Curriculum and Instruction and
Teacher/Student Support
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Tier 1 Standards Based Classroom LearningAll Students
Instruction and learning essentialsstandards-based
curriculumresearched-based practices and strategiesdifferentiated
instructioneffective classroom management
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All StudentsAssessment practicesfrequentbalanced
curriculum-basedmonitor progress over time (progress
monitoring)universal screening benchmark assessments formative
assessments summative assessments
Tier 1 Standards Based Classroom Learning
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Example A Second Grade ClassroomAnywhere, GeorgiaAll Second
Grade Students
were assessed in reading fluency early in the fall (universal
screening)
Students were individually administered three, one minute
reading probes to obtain a reading fluency score, measured by
correct words per minute. (Curriculum Based Measurement or CBM)
Reading fluency rate for second graders by the end of the year
is 90cwpm (GPS).In the winter there was no way to travel through
all that ice and snow. Not on planes or trains or boats or cars.
The only way to travel in Alaska was by dog sled. Balto was a sled
dog. He worked for a gold-mining company not far from Nome. He
helped carry food and tools to the miners. It was a good life for a
sled dog. Baltos driver was named Gunnar. Gunnar made Balto his
lead dog. The lead dog runs in front of the team. He follows the
trail. All the other dogs do whatever the lead dog does
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Mr. Prices Classroom
After the fall screening, eight students were identified in Mr.
Prices classroom as performing in the lowest 20%ile for second
grade.
Mr. Price provided differentiated and small group instruction to
the eight students. He used The Six-Minute Solution: A Reading
Fluency Program* as part of the instructional/learning program.
*Sopris West
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The eight students were assessed each week to measure their
progress.At the end of nine weeks, the students progress was
reviewed. (9 data points)The progress made by four of the students
indicated that they would reach the end of the year goal (i.e.,
close the achievement gap) with continued in-class support.Four
students were not on track to reach the state standard in reading
fluency by years end. They need additional intervention. Begin a
Tier 2 reading intervention for the targeted students.
CBM - Reading Fluency
The reading probes are different each week, but they are the
same level of difficulty.As the student reads, the teacher marks
the errorsThe student reads for one minute.Number of words read
correctly is countedScores are graphed
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Is this student making progress?
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35%
50%
55%
60%
Benchmark
75%
= Peer Group= Target Student
= Aim Line= Trend Line
Again, using see plan do check, look at this individual
case.
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Aimline= 1.50 words/weekTrendline = 0.55 words/weekIs this
student making progress?
LISA
50
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
LISA
Rita
20
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
Rita
Rita T2
20
24
28
35
34
Dec
Jan
Feb
Tier 2: Strategic -PALS
Trendline = 1.85 words/week
School Weeks
Words Correct Per Min
Rita- Tier 2
Steven T2
20
18
22
21
24
Dec
Jan
Feb
Tier 1:
School Weeks
Words Correct Per Min
I
Data
Sept5020202020
2418
Oct2822
3521
Nov3424
28
31
36
Dec35
42
44
40
Jan45
Feb
Sheet2
Sheet3
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Questions for Tier 1Is Tier I instruction and learning
effective?Are 80% of the students meeting grade level expectations
or district benchmarks?If not, is it a student problem or a core
curriculum/instructional issue?How is each student doing compared
to other students? How is each student doing compared to the
norm?
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Tier 2 Needs Based LearningTargeted Small Groups & Selected
Individuals
Instruction and learning essentialsTier 1 plus more focused,
intensive, and accelerated instruction (and different)pre-planned
interventionsresearch-based, evidence-based
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Tier 2 Needs Based LearningTargeted Small Groups & Selected
Individuals
Assessment practices for progress monitoringAcademicMastery
Measurement (?)Curriculum-Based Assessment (CBA)Curriculum Based
Measurement (CBM)Behavior/SocialObservation-based Assessments and
procedures
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Progress monitoring typically targets basic skills and
competencies (a few examples)ReadingPhonemic awarenessWord
Identification (correct words per minute)Fluency (correct words per
minute)Vocabulary (matching words to pictures,
definitions)Comprehension (maze)MathComputation Fluency (correct
digits)WritingFluency (correct word sequences)Screenings and probes
are usually timed.
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A service of www.interventioncentral.org
What will you find there?
Directions to administer CBMsCBM norms (national
benchmarks)Links to CBM probes (all ready made)Create your own
probes (make your own)Graphing programs to display the data
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Curriculum-Based Assessment (CBA)ExampleTier 1 in August, Ms.
Casey, Kindergarten teacher, screens all students on numeral
identification (1-10). 75% of her students cannot identify any
numerals. She uses large and flexible groups for instructional
activities and practice in the classroom.Tier 2 in late September,
a second screening identifies 6 students who still do not identify
any numerals correctly. She targets the students for more intensive
instruction and begins to monitor their progress on a weekly
basis.
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An example of a Tier 2 intervention using the Online Assessment
System (OAS)Shared by Michelle White, Parent Mentor, Trion City
School SystemTen week intervention - extra math class (5th gr) 27
Students identified as at-risk for failing26 Students completed the
assigned tests weekly (progress monitoring)Teacher used
evidence-based strategies26 Students passed the CRCT with an
average increase of 35%
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Chart1
304302
304350
302337
294326
309330
304351
302345
298328
308330
304351
304340
304335
300330
311350
304342
286315
313345
304350
290337
304350
315350
329335
323342
311351
300317
304330
304342
&C&"Arial,Bold Italic"&20 5th Grade Math CRCT Test
Scores
04-05 Scores
05-06 Scores
Chart2
304302-2
30435046
30233735
29432632
30933021
30435147
30234543
29832830
30833022
30435147
30434036
30433531
30033030
31135039
30434238
28631529
31334532
30435046
29033747
30435046
31535035
3293356
32334219
31135140
30031717
30433026
30434238
04-05 Scores
05-06 Scores
Increase/Decrease
Students
CRCT Math Score
CRCT Math Scores for Targeted Fifth Graders
Sheet1
04-05 Scores05-06 ScoresIncrease/Decrease
Student 1304302-2
Student 230435046
Student 330233735
Student 429432632
Student 530933021
Student 630435147
Student 730234543
Student 829832830
Student 930833022
Student 1030435147
Student 1130434036
Student 1230433531
Student 1330033030
Student 1431135039
Student 1530434238
Student 1628631529
Student 1731334532
Student 1830435046
Student 1929033747
Student 2030435046
Student 2131535035
Student 223293356
Student 2332334219
Student 2431135140
Student 2530031717
Student 2630433026
Student 2730434238
&C5th Grade Math CRCT Test Scores
Sheet2
Sheet3
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Mr. Prices StudentsTier 2 The four students from Mr. Prices
classroom began an additional supplemental reading program 30
minutes a day, 5x each week. (standard protocol intervention)The
preplanned intervention is a computer-based reading program which
takes place in the media center.The program is supervised by the
reading coach and supported by paraprofessionals.Progress
monitoring continues with a CBM reading probe administered each
week and graphed.At the end of nine weeks, the students progress is
reviewed.Three students show good progress, one does not.
What would you do next for this student?
What information do you need to make a decision?
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Aimline= 1.50 words/weekTrendline = 0.95 words/week
Chart6
20
18
22
21
24
22
25
30
Dec26
28
30
28
Jan31
Feb
Tier 1
Tier 2
School Weeks
Words Correct Per Min
LISA
50
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
LISA
Rita
20
Oct
Nov
Dec
Jan
Feb
Benchmark
School Weeks
Words Correct Per Min
Rita
Rita T2
20
24
28
35
34
Dec
Jan
Feb
Tier 2: Strategic -PALS
Trendline = 1.85 words/week
School Weeks
Words Correct Per Min
Rita- Tier 2
Steven T2
20
18
22
21
24
Dec
Jan
Feb
Tier 2: Strategic -PALS
School Weeks
Words Correct Per Min
Steven
Data
Sept5020202020
2418
Oct2822
3521
Nov3424
2822
3125
3630
Dec3526
4228
4430
4028
Jan4531
Feb
Steven T3
Steven T3
20
18
22
21
24
28
31
36
Dec35
42
44
40
Jan45
Feb
Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving
Model to Target Key Decoding Strategies, Comprehension
Strategies
School Weeks
Words Correct Per Min
Steven
Bart T3 SpEd
Bart T3 SpEd
20
18
22
21
24
22
25
30
Dec26
28
30
28
Jan31
Feb
Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving
Model to Target Key Decoding Strategies, Comprehension
Strategies
School Weeks
Words Correct Per Min
Bart
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Tier 2: What is a Good Response to Intervention?Good ResponseGap
is closingCan extrapolate point at which target student will come
in range of peers--even if this is long rangeQuestionable
ResponseRate at which gap is widening slows considerably, but gap
is still wideningGap stops widening but closure does not occurPoor
ResponseGap continues to widen with no change in rate.
(George Batsche)
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How does progress monitoring work?The students current levels of
performance are determined.Goals are identified for learning that
will take place over time. The students academic performance is
measured on a regular basis. Progress toward meeting the students
goals is measured by comparing expected and actual rates of
learning. Based on these measurements, teaching is adjusted as
needed.
www.studentprogress.org
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Progress Monitoring at Tier 2 & 3What is it?Assessing
students performance on a regular (ongoing) basis and analyzing the
data to determine whether children are profiting appropriately from
the instructional program.A scientifically based practice that is
used to assess students academic performance and evaluate the
effectiveness of instruction.This is Response to Intervention.
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Assessment practices and tools for progress monitoring should
be:
Relatively simple to administer and interpret resultsSensitive
to student improvementEasy to communicate with parents or other
professionals about students progressFrequent and specific feedback
to students about their growth towards identified benchmarksUsed to
drive instructional decision-making
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BehaviorCurrent Level of Performance:Complies 28% of time
Benchmark (set by teacher)75%
Peer Performance 79%
GAP Analysis: 79/28 = 2.8 difference SIGNIFICANT GAP
Is behavior program effective for the student? No, theres a
significant gap between the targeted student and his peers.
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TIER 2: SUPPLEMENTAL INTERVENTION
ExampleFocusInterventionSettingGroupingTimeAssessmentFor ninth
grade students who scored in the lowest 10% on the universal
reading screening in word fluency and comprehension, and are more
than three years below grade level. Paraprofessional team and
reading coach Group meets in the media center or Ms. Quincys
classroomHomogeneous small group instruction (1:5)30 minutes five
times a week during study skills block for nine weeksProgress
monitoring of CWPM/ORF (weekly) and a Maze (every two weeks) using
Aimsweb and school-made assessments________________ (evidence based
reading program)ProviderFidelityDirect observation by reading coach
using checklist every two weeks.
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Student Documentation SamplesStrengths:Educational
concerns:Target Problem:Valdosta City
Current Functioning of StudentRecommendation Follow-up
Date:Student:
Overall Class:
Expected Benchmark:Goal Level:
Expected Benchmark:
# of Weeks for Intervention:Results:
*Attach Progress Monitoring DataComponents of
InterventionCurrent Intervention(s)Tier
2WhatWhoFrequency(Time/Length)Start DateTier 1List &
Describe:
*Tier 1 Interventions should be continuedParents contacted on
(date) Phone Note/Email ConferenceComments:PM Frequency: By
Whom:Validity Statement:I certify that the intervention was
conducted as
described.______________________________________________
______________Signature of Administrator or Designee Date
Decision: Problem Resolved Continue Intervention Modify/Change
Intervention Other:
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Tier 3 Student Support Team Driven LearningA reminder about
where it all began1984 to conclude Marshall vs. Georgia, ~with
disproportion the central issue~ the State of GA committed to
federal court that a Student Support Team (SST) would be
established in every Georgia public school-- about 35 states were
already doing this.
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Student Support TeamThe stage has been set for a new production
of SST.
What characteristics and featuresof the old SST will no longer
be part of the performance?
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The lights are going out and the curtain is closing on the view
that
SST is an isolated process and set of proceduresteacher judgment
or frustration should be the primary criteria for entry to the
SSTschool policies or procedures should automatically place
students in SST who fail a course or dont pass a state-level
assessmentvague descriptions of student problems and unmeasured
student performance will suffice
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Tier 3 Student Support Team Driven LearningSelected
Individuals
Instruction and learning essentialsTier 1 , Tier 2, plus
Strategies and interventions tailored to the specific needs of the
studentAssessment practices (and progress monitoring)Tier 1, Tier 2
plusMore in-depth assessment and analysis of the concern
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If data-based problem solving is found at every tier, whats
different about it at SST?
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At SST the problem solving process Focuses on one
studentIncreases parent/family involvementInvolves a
cross-disciplinary approachInvestigates the concern (i.e., the
discrepancy in performance or behavior) in greater depth and with
greater precision
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and answers the questions:
What does/doesnt the student know? What can the student do?What
is the student not doing that he should be doing? How does the
student think and learn? What strategies does/doesnt the student
use?Why is this happening? Is there a reason (or function) to
explain why this concern exists? Why has the Tier 2, scientific,
research-based intervention not been successful for this
student?
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SST Problem Solving in a nutshellIdentify problem (descriptive
& measurable) Gather information and analyze dataEstablish
instructional/behavioral objectivesDevelop an educational plan
(which specifies teaching/learning strategies and ongoing
assessment measures)Implement planEvaluate plan periodically,
adjust as needed
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Step 1 Identify the Problem Step 2 Gather Information and
Analyze Data
Step 6 Evaluate the Plan Step 3 Establish Objective/Goal Step 4
Develop an Educational & Monitoring Plan Step 5 - Implement
PlanThe Problem Solving ProcessData-Driven Decision Making
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Greater Expectations and Challenges for SST:Improving SST
functioning, problem solving, stability, data usage, parent
engagementEstablishing Best Practices, incl. behavior issuesFitting
smoothly into the Pyramid of InterventionsAcclimating to new IDEA
requirementsUsing evidence-based interventions with fidelityBetter
results with English Language Learners
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SST Coordinator StandardsCategory 1: Problem SolvingSTANDARD 1:
The LearnerSTANDARD 2: Problem Solving ProcessSTANDARD 3:
Assessment and Data AnalysisSTANDARD 4: InstructionCategory 2: Team
Process and ManagementSTANDARD 5: Facilitation and
CommunicationSTANDARD 6: Legal and Regulatory RequirementsSTANDARD
7: TechnologyCategory 3: Leadership, School Improvement and
ChangeSTANDARD 8: Collaborative Consultation STANDARD 9:
Professional Learning and Staff DevelopmentSTANDARD 10: Use of SST
Data for Classroom, School and System Improvement
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Why is RTI now being adopted in Georgia? Congress passed the
revised Individuals With Disabilities Education Improvement Act
(IDEA) in 2004.Based on the changes in IDEA 2004, Georgia has
updated its regulations to match federal requirements and we are
using a response to intervention model for Specific Learning
Disability AND...As a best practice, RTI is being applied to other
categories as well.
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Two components of progress monitoring for RTI
Performance level difference a discrepancy between the learner
and the benchmark expectations or when compared with typical
peers.
Rate of learning a significant difference in the rate of
learning toward benchmarks compared to peers or predictable rate
slopes.
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Tier 4 Specially Designed Instruction/Learning
Targeted students participate in:Specialized programs Adapted
content, methodology, or instructional deliveryGPS
access/extension
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Where do we begin?Take stock of what you already have in place.
In other words, whats your baseline or entry level in terms
ofPerceptions, attitudes and understanding?Learning and
instructional practices at Tier 1?Assessment and progress
monitoring tools?Supplemental interventions (Tier 2) and which
students are targeted? Problem solving teams?Roles and
responsibilities?Resources?
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Building the PyramidIdentify the teams and team members that
will direct and guide the data-based problem solving and
decision-making process at each tier.Tier 1 ?Tier 2 ?Tier 3 Student
Support TeamsTier 4 IEP Teams/Gifted Teams
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Building the Pyramid
Standardize use of data and decision rules to determine
instructional programming for Tiers 1 and 2
What score/percentage will be used to determine need for
supplemental interventions (cut-off points)?What criteria will be
considered proficient? 80% or higher?How many data points will be
required before changing the instruction or intervention?What
scores (rate, slope, percent of mastery) will determine sufficient
level of responsiveness?
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Building the PyramidStudent and Family Involvement and
SupportDoes support for parents change when students need and
receive more intensive intervention?See School Keys from GaDOE
(page 44)CommunicationParenting SkillsAssisting in Student
LearningParents Welcome in the SchoolParents as Full
PartnersCommunity Resources
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Avoiding Pitfalls to Full Scale ImplementationBuild awareness,
consensus, and understanding of the Pyramid of Interventions and
the need for problem solving and RTI. How they relate to other
mandates. How they relate to shared values in the school.Build
infrastructure before innovation is added.On-going professional
learning for all staffTime for professionals to collaborate,
problem solveRe-examine roles and resources
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The Pyramid of Interventions and RTI are
a work in progress!
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The Student Support Team Association for Georgia Educators
provides leadership through collaboration, learning and advocacy to
enhance student competence.
www.sstage.org
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References:Allison, R., & Ikeda, M., From Theory to
Practice: Critical Considerations for Response to Intervention,
Iowa Department of Education, (2006)Batsche, G., Elliot, J.,
Graden, J.L., Grimes, J., Kovaleski, J.F., Prasse, D., Reschly,
D.J., Schrag, J., & Tilly III, W.D., (2005), Response to
intervention: Policy considerations and implementation, Alexandria,
VA, National Association of State Directors of Special Education,
Inc.Batsche, George M., Problem-Solving and Response to
Intervention: Implications for Policy and Practice, G-Case,
Savannah, GA, 2006 Bergan, J.R. (1977) Behavioral consultation.
Columbus, OH, Charles E. MerrillBrown-Chidsey, Rachel & Steege,
Mark W. (2005) Response to intervention: principals and strategies
for effective instruction. New York, NY: The Guilford Press.Bootel,
J., Holland-Coviello. R., Wen-Yu Lee. S., Progress Monitoring in a
Response to Intervention World: Helping Classrooms to Implement
Best Practices, National Center on Student Progress Monitoring, CEC
2007 Annual Convention, April 21, 2007Deno, S. (1985).
Curriculum-based measurement: The emerging alternative. Exceptional
Children, 52, 219-232.Deojay, T.R., & Pennington, L.L. (2004)
Content: Connecting data, professional development, and student
achievement. In Powerful designs for professional learning. Easton,
L. (ed.), Oxford, OH, National Staff Development CouncilDonaldson,
Whitney (2005, November) When Assessment Isnt Enough: Understanding
Student Progress Monitoring; National Center on Student Progress
Monitoring.
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References:DuFour, R., DuFour, R., Eaker, R., Karhanek, G.
(2004), Whatever it takes: How professional learning communities
respond when kids dont learn. Bloomington, IN, National Educational
ServiceEdCheckup sample of maze www.edcheckup.comFuchs, L.S., LD
Identification: Using CBM to Identify Students Who Are Not
Responsive to Instruction, [www.studentprogress.org].Fuchs, L.S.,
& Fuchs, D., Applying Progress Monitoring to RTI Prevention and
Identification,, Vanderbilt University,
[www.studentprogress.org]Fuchs, Lynn S. & Oxaal, Ingrid ,
PROGRESS MONITORING: What, Why, How, When, Where, Office of Special
Education Programs, U.S. Department of Education,
[www.studentprogress.org].Rathvon, Natalie, (1999) Effective
Interventions: Strategies for Enhancing Academic Achievement and
Social Competence, The Guilford School Practitioner Series, Safer,
Nancy; Donaldson, Whitney & Oxaal, Ingrid (2005, March) Using
Progress Monitoring to Develop Strong IEPs, OSEP Leadership
Conference, (PPT presentation).Tilly, D. (2003, December).
Heartland Area Education Agencys evolution from four to three
tiers: Our journey - our results. Paper presented at the National
Research Center on Learning Disabilities
Responsiveness-to-Intervention Symposium, Kansas City, MO. Whitney
Donaldson, W., Kim K., Short, S., Choosing a Progress Monitoring
Tool That Works for You, Student Progress Monitoring (PPT
presentation).
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Websites: Just a startProgress monitoring, interventions &
links www.interventioncentral.orgProgress monitoring
www.studentprogress.orgInterventions www.whatworks.ed.gov (What
Works Clearinghouse)Universal Design for Learning www.cast.org
Georgias DOE Implementation Manual General Education Interventions
chapter
http://www.doe.k12.ga.us/ci_exceptional.aspx?PageReq=CIEXCImpMan
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To contact us:Lynn L. PenningtonOffice:
[email protected]
Frank SmithOffice: [email protected]
2008 All Rights Reserved
**************************************Regularly and
systematically using multiple indicators to assess and monitor
childrens progress
******************Age based comparisons ******Reach
consensus.********