Environment and Support

System of Tiered Interventions

Published: 8/24/2018 9:16 AM

One very important aspect of improving student achievement is to ensure that the school (or district) has implemented a systematic, comprehensive intervention system to address academic and behavioral needs for all students.

Students in preschool through grade twelve should be consistently monitored and reviewed to ensure they are meeting grade level academic and behavioral expectations. If highly effective classroom instruction, complete with differentiation, and/or grade level benchmark assessments do not result in the student subsequently meeting grade level expectations, then there should be a well-planned, organized system of intervention in place to help address the student's needs. (Please note: Kentucky System of Interventions also indicates that students who are above benchmark on grade level assessments may also need intervention services to help the student remain engaged and interested in the school environment.)

Diagnostic

This interactive and printable diagnostic tool can help identify areas for improvement, and provides resources for further study.

Kentucky System of Interventions

A comprehensive resource, The Kentucky System of Interventions, is available to help schools and districts with the implementation of both academic and behavioral interventions. Webinar training is also available to help with implementation, or refinement of intervention practices.

 

Videos 

Video: Intervention System at Fleming Neon Middle School

Fleming Neon Middle School has a fully functioning intervention system in place to ensure students are successful! Principal Ronnie Goins shares the importance of intentional scheduling, being data driven, and how putting the needs of learners first creates the learning environment that not only teachers embrace, but students also understand their role in the intervention process and school success. Total time 2:00.

 

Video: Fleming Neon Middle School Uses Various Intervention Resources

Principal Ronnie Goins from Fleming Neon Middle School shares how implementation of various intervention resources and effective materials assist in creating quality data to better gauge the student learning during the school’s intentional RtI block. Total time 0:45.

 

Video: Fleming Neon Middle School’s Motto is Exemplified By Teachers and Students

“Our students are successful based on what we do.” This is the motto shared by the principal, Ronnie Goins, and is exemplified in the hallways and in conversations at Fleming Neon Middle School by teachers and students. Students know and make learning decisions based on their data and teachers use the data to determine learning next steps in the intervention block. The motto is not just a set of words, but the foundation of a belief system that drives the learning culture at FNMS. Total time 0:58.

 

Video: Fleming Neon Middle School Teachers and Students Work Out Flexible Plan For Success

Fleming Neon Middle School teacher, Stacy Quillen shares how Response to Intervention is most powerful when students learn to self-regulate and take charge of their own learning. Teachers and students work out a flexible plan for success. Students are guided in goal setting and find success in reaching goals as students and teachers work collaboratively. Total time 1:12.

 

Video: Relationship Building Equates to Students Being Motivated and Inspired

The number one influence on student success is building relationships! Fleming Neon Middle School teachers talk about how building these relationships with their students is a vital piece to the puzzle! Relationship building equates to  students being motivated and inspired to challenge themselves in the learning process. Total time 1:49.

 

Video: School-wide RtI Program Benefits Students

Lisa Ware, Curriculum Coach at Jones Park Elementary located within Casey County, shares how the “all hands on deck” approach to their school-wide RtI program benefits students. Total time :41.
 

Video: Placement Decisions Within RtI Groups Based On Performance Data

Zach Hibbs, Educational Recovery Specialist and former mathematics teacher, along with Sarah Sowders and Sarah Tyson, teacher leaders at Hopkins County Central High School, demonstrate how they make student placement decisions within RtI groups based on performance data. Within this video, teachers share strategies used with students to target specific standards. Total Time 3:23.
 

Video: RtI at Pulaski County High School (PCHS)

Principal Rodney McAninch describes the Response to Intervention process at PCHS. He explains the systematic process used to meet the needs of all students. The video includes a discussion of the Plan-Do-Study-Act Cycle and how the data is helpful in monitoring Tier I Instruction. Total time 4:42.

 

Video: Focus and Purpose of RtI at PCHS

Principal Rodney McAninch describes the focus and purpose of the Response to Intervention process. A discussion of the intensive, individualized intervention used to meet the needs of each student is included as well as the role of the counselor and the entire Intervention Team in student placement and ultimate student achievement. Total time 3:50.

 

Video: Learning Labs at Pulaski County High School (PCHS)

Sheila Elmore, guidance counselor at PCHS, shares the interventions they provide for underclassmen and the college readiness classes they provide for seniors. She explains how students are placed in the intervention classes and how students earn high school credit through participation and completion of the work. This video explains how the learning labs are graded and how the RTI team monitors student progress and achievement. Total time 4:06.

 

Video: Reading Learning Labs at PCHS

Teri Marcum, teacher at PCHS, explains the purpose of the Reading Learning Lab and the types of interventions offered within the lab. This video demonstrates how students monitor their own progress and how the teacher individualizes instruction to benefit student success. Total time 4:29.

 

Video: Math Learning Labs at PCHS

This video describes how and why PCHS individualizes instruction within learning labs, which are impacting the success of students. Teacher Lucian Deaton explains the purpose of math learning labs, how students are assessed, and how they are appropriately assigned to the labs. Mr. Deaton shares a story of a student who benefited from participating in the learning lab. Total time 6:29.

 

Video: PBIS-Check and Connect Program

Julena Edwards, Youth Service Center Coordinator, shares the Check and Connect Program at Pulaski County High School, a behavior intervention strategy.  The video includes how the program encourages students to problem solve while enabling students and staff to develop a caring relationship. Click on the image below to view the video. Total time 1:07.


Video: Back-On-Track Program

Pulaski County High School student, Tyler Gillilan explains the Back-On-Track program and shares his experiences with this intervention process. He describes how his behavior has improved as a result of participating in the Back-On-Track program. Total time 2:22.
 

Video: Learning Contracts

Annie Conner, Special Education Liaison at Pulaski County High School, shares how learning contracts are effectively implemented and how they are used to impact student behavioral expectations so that student learning is increased. Total time 1:36.

 

Video: Franklin Simpson High School-Evolution of an RtI System

Principal Tim Schlosser shares the evolution of a successful high school response to intervention process. This video includes the role and importance of the counselor, Mandy Bills, and academic coach, Leah Wood, in the school-wide success of RtI. Total time 9:23.

 

Video: Franklin Simpson High School-Safety Nets

Larissa Adams, high school math interventionist tells of three tools that are instrumental at Franklin Simpson High School for the Freshman/Sophomore math intervention program. This video illustrates how data is used effectively to make instructional decisions to ensure students are improving and reaching grade level skills. Total time 5:38.


Susan Greer
Office of Continuous Improvement and Support
300 Sower Blvd., 5th Floor
Frankfort, KY 40601
(502) 564-5130
Fax (502) 564-8149
susan.greer@education.ky.gov
  

Related Resources

30-60-90 Day Plan for Academic Interventions

 

Academic Interventions

Targeted Interventions  Defines Targeted Interventions, and provides some types of interventions with links.
 
Resources for Academic and Behavior Intervention and Support  Intervention resources for ELA, math, behavior, and special needs, broken down by grade level.
 

Middle School Intervention Resources  Provides benchmarks on Explore and Plan, and links to Transitional Intervention Curricula for Explore in reading, math and English.

Progress Monitoring Form  A student intervention plan template that educators could use to maintain goals and progress monitoring data on students

Academic and Behavioral Response to Intervention (ABRI)  Definition and explanation of three-tiered intervention model

Videos

Creating a Successful Master Schedule for Interventions

Sheila Porter, counselor, highlights how their school schedule successfully impacts student achievement. East Carter has been intentional with creating their master schedule which allows for both built in intervention times and school wide intervention times.  She explains the criteria for these interventions and how they provide a variety of interventions focused on student needs. East Carter High School has implemented a trimester schedule which allows for flexibility to move and place students in focused intervention/enrichment classes based on their specific needs. Total time 5:17.
 

Response to Intervention: Systematic Approach at East Carter High School

Marquita Welsh, East Carter High School Reading Interventionist, discusses the importance of focusing on individual student needs. East Carter High School created a tool box of resources and assessments to build their intervention program. Ms. Welsh explains how students are placed in designated classes based on level of need identified by multiple data sources. Students take ownership of their learning by goal setting, tracking, and communicating their learning. East Carter High School's RtI program is implemented through a systematic plan. Ms. Welsh discusses how decisions are made in regard to placement, monitoring, and motivation of students. Total time 3:53.

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