The Kentucky System of Interventions. A systematic, comprehensive system to address academic and behavioral needs for all students.
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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.
“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.”National Center on Response to 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.
Discrepancy formula for determining identification as learning disabled passed away December 4, 2004.
by John E. McCook, Ed.D.
A system provides timely, directive, and systematic interventions for students who are experiencing difficulty meeting standards.
A major component of a system of intervention is the multi-tiered delivery approach.System of Intervention Pyramid
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 Decision Making Rules
“The focus [of Tier 1] is on improving the core classroom instruction that allstudents 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 McCookTier 1: Core Instruction
Does the school have a core academic and behavior curriculum aligned to the Program of Studies?
Does the universal screening provide a quick way to identify students who need more in-depth assessment in academics and behavior?
“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 McCookTier 2: Supplemental Instruction
Are the academic and behavior interventions scientifically researched based?
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?
“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 McCookTier 3: Intensive Instruction
Are the academic and behavior interventions scientifically research based?
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?
Which diagnostic assessments for academic and behavioral learning will the school use?
Tier 2: Supplemental Instruction
Tier 1: Core Instruction