The Kentucky System of Interventions

The Kentucky System The Kentucky System of Interventionsof Interventions

A systematic, comprehensive system to address academic and behavioral needs for all students.

The Kentucky System of Intervention (KSI) is a

framework for providing systematic,

comprehensive services to address academic and

behavioral needs for all students, preschool

through grade 12.

The Guide’s purpose is to provide resources in

planning and decision making as districts and

schools develop their own system of intervention

to meet the needs of their students.

The Guide addresses these key points:Decision making rulesTiered service deliveryIntervention team rolesCurriculum alignmentHighly effective instructionUniversal screeningProgress monitoringFamily and community engagement

National Center on Response to InterventionNational Center on Response to Intervention

“Response to Intervention (RTI) integrates

assessment and intervention within a multi-level

prevention system to maximize student achievement

and to reduce behavior problems. With RTI, schools

identify students at risk for poor learning outcomes,

monitor student progress, provide evidence-based

interventions and adjust the intensity and nature of

those interventions depending on a student’s

responsiveness, and identify students with learning

disabilities.”

Why do schools Why do schools and districts and districts need a system need a system of intervention?of intervention?

The birth of RTI came with the stroke of

President Bush’s pen on December 3,

2004, with the reauthorization of IDEA.

While the components have been around

for years, this “birth” of a new method

shifted the responsibility to the general

education curriculum to monitor and

measure individual student

responsiveness in the regular classroom.

The Ghost of Education TraditionThe Ghost of Education Tradition

Discrepancy formula for determining identification as learning disabled passed away December 4, 2004.

Obituary has been written; funeral to be announced.

Federal and Kentucky LegislationFederal and Kentucky Legislation

FederalNCLB (2001)IDEA (2004)

KentuckyKRS 158.6453KRS 158.6459KRS 158.649KRS 158.792KRS 164.0207KRS 158.844KRS 158.070

The RTI Guide: Developing and Implementing a Model in Your Schools

by John E. McCook, Ed.D.

http://www.shoplrp.com

6 Critical Components6 Critical Components

universal screening

measurable definition of problem area

baseline data prior to an intervention

establishment of a written plan detailing

accountability

progress monitoring

comparison of pre-intervention data to post-

intervention data for efficacy

What is a System of Intervention?What is a System of Intervention?

A system provides timely, directive, and

systematic interventions for students who are

experiencing difficulty meeting standards.

It narrows the focus of a school to the most

critical question: What happens when a student

does not learn?

It is the “fork in the road” for a school becoming

a professional learning community.

System of Intervention PyramidSystem of Intervention Pyramid

A major component of a system of intervention is the multi-tiered delivery approach.


Tier 1 Quality classroom

instruction based on state curriculum framework Research-based On-going assessment and

professional development Interventions within the

regular classroom


Tier 2 Focused

supplemental instruction for students who are not successful in Tier 1

Supplemental instruction is in addition to core instruction


Tier 3Intensive

interventions specifically designed to meet the individual needs of students who has not been successful in both Tier 1 and Tier 2

Establish Decision Making RulesEstablish Decision Making Rules

Within this tiered continuum of instruction and intervention, decision rules are necessary for moving students within the tiers as those responsible address the student needs for academic or behavior intervention. A systematic method is necessary to decide interventions and implementation strategies for each tier to ensure effective, equitable, and fair treatment among students.


Establish expectations for implementation

Schedule time for implementation

Schedule time for team meetings

Determine frequency of meetings

Develop team meeting protocol


Establish Rules for Moving In-Out of Intervention Tiers

Cut scores for determining risk statusFrequency and duration of progress

monitoringCriteria for determining a student’s

responsiveness to the intervention

Designing a System of InterventionDesigning a System of Intervention

Tier 1: Core InstructionTier 1: Core Instruction

“The focus [of Tier 1] is on improving the core classroom instruction that all students receive. Tier 1 instruction is designed to address the needs of the majority of a school’s students. By using flexible grouping, on-going assessments, and targeting specific skills, classroom teachers are able to meet instructional goals.”

John McCook


Does the school have a core academic and behavior curriculum aligned to the Program of Studies?Is it accessible to all students?Is it aligned to Academic Expectations, Program of

Studies and Core Content for Assessment 4.1?Has vertical and horizontal analysis of instruction been

completed (instructional strategies across content and grade levels)?

Are all students receiving highly effective instruction?


Does the universal screening provide a quick way to identify students who need more in-depth assessment in academics and behavior?

Is the universal screening easy to administer, inexpensive and reliable?

If the universal screening provides evidence of an ineffective academic or behavioral core curriculum, is the school examining why it is occurring and whether this is a school-wide issue or class-specific issue?


Has the school established the frequency data is to be collected?

Has the school determined how the academic and behavioral data will be charted and analyzed?

How will the school know if the plan is being implemented as designed?

Is communication between school and home regarding student progress consistent, organized and meaningful?

Tier 2: Supplemental InstructionTier 2: Supplemental Instruction

“The supplemental instruction in Tier 2 is designed to meet the needs of students [who score below benchmark criteria in one or more critical areas of instruction] by providing individual instruction, small group instruction and/or technology-assisted instruction to support and reinforce skills taught by the classroom teacher.”

John McCook


Are the academic and behavior interventions scientifically researched based?Efficacy and Fidelity

Does the progress monitoring provide adequate data for decision making?

Is the progress monitoring sensitive to small increments of growth over time?Generally monitored every 2 weeks, but can be more

frequent or less often, based on the intervention plan or the protocol of the intervention.


Does the data from the progress monitoring assist schools in the development of instructional strategies and use of appropriate curriculum for the student’s area of academic or behavioral need?

How does the school implement a balanced assessment system as a method of academic and behavior data collection?FormativeInterimSummative


Which diagnostic assessments for learning and behavior/social skills will the school use?

Who monitors student performance after diagnostics assessment for instruction and behavior are given.

How is the academic and behavior data maintained?


How frequently are students re-evaluated?

Is communication between school and home regarding student academic and behavior progress consistent, organized and meaningful?

Tier 3: Intensive InstructionTier 3: Intensive Instruction

“Students who continue to have difficulty in acquiring necessary skills require instruction that is more explicit, more intensive, and specifically designed to meet their individual needs. Tier 3 is designed for students with low-content area skills and/or a sustained lack of adequate progress when provided with primary and secondary interventions.”

John McCook


Are the academic and behavior interventions scientifically research based?

Does the progress monitoring provide adequate data for decision making?

Is the progress monitoring sensitive to small increments of academic or behavior learning growth over time? Monitored more frequently at least weekly


Does the data from the progress monitoring assist schools in the development of instructional strategies for academics and behavior and use of appropriate curriculum for the student’s area of need?

How does the school implement a balanced academic and behavioral assessment system as a method of data collection?


Which diagnostic assessments for academic and behavioral learning will the school use?

Who monitors student academic/behavior performance after diagnostic assessments for instruction are given?

How is the academic and behavior data maintained?


How frequently are students re-evaluated?

Is communication between school and home regarding student academic/behavior progress consistent, organized and meaningful?

Have relevant appropriate interventions for academics and behavior been exhausted?

Let’s think about specific programsLet’s think about specific programs

Schools and districts already have multiple programs and materials.

Think about the programs/materials in your school or district already. How do these fit as part of a system of intervention?

Examples include Fast Forward, Great Leaps, Read Write Gold, Reading Recovery, SRA, ESS

Tier 3: Intensive Instruction

Tier 2: Supplemental Instruction

Tier 1: Core Instruction

For further information:

Cherry [email protected]

Judy [email protected]

The Kentucky System of Interventions

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