Response to Intervention (RTI) and Student Support Team (SST)
Overview of the Response to Intervention Process The Georgia Student Achievement Pyramid of Interventions is the process of aligning appropriate assessment with purposeful instruction for all students. In Georgia, Response to Intervention is based in the general education classroom where teachers routinely implement a strong and rigorous standards-based learning environment. A 4-Tier delivery model is used to provide academic and behavioral support with the goal of preventing students from falling behind through early intervention. The tiered approach to providing layers of intervention for students needing support requires a school wide common understanding of the Common Core Georgia Performance Standards (CCGPS), assessment practices, and instructional pedagogy.
Georgia’s RTI process includes several key components:
· A 4-Tier delivery model designed to provide support matched to student need through the implementation of standards-based classrooms.
Tier 1 – Standards-Based Classroom Learning
Tier 2 – Needs-Based Learning
Tier 3 – SST-Driven Learning
Tier 4 – Specially-Designed Learning
· Evidence-based instruction as the core of classroom pedagogy.
· Evidence-based interventions utilized with increasing levels of intensity based on progress monitoring.
· The use of a variety of ongoing assessment data to determine which students are not meeting success academically and/or behaviorally.
· Data Teams in each school serve as the driving force for instructional decision making in the building.
· Purposeful allocation of instructional resources based on student assessment data.
Overview of the Student Support Team Process/ Tier 3
The Student Support Team (SST) process is mandated and is designed to provide support to the student and teacher through a collaborative approach. The purpose is to convene a team of educators to design an individualized plan addressing appropriate interventions for all students within a school who are experiencing academic or behavioral challenges.
The process involves six basic steps that focus on individual student needs, learning styles, program effectiveness, and home/school communication. These steps are as follows:
Gathering of Information
Assessment (if necessary) and Evaluation of Data
Development of Educational Plan
Implementation of Educational Plan
Evaluation of Progress
Ongoing Monitoring and Evaluation