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Response to Intervention and School Counseling:. Amy Friez November 7, 2012 University of Montana. Today ’ s Presentation. What is RTI? What does it look like in MT? Review of RtI & the ASCA National Model RtI & Comprehensive Developmental School Counseling Programs Are Aligned

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response to intervention and school counseling

Response to Intervention and School Counseling:

Amy Friez

November 7, 2012

University of Montana

today s presentation
Today’s Presentation
  • What is RTI? What does it look like in MT?
  • Review of RtI & the ASCA National Model
  • RtI & Comprehensive Developmental School Counseling Programs Are Aligned
  • Tiered Delivery System
  • DATA
  • Social Justice
  • Conceptual Model
  • Exercise & Group Discussion
  • Recommendations

Title Reading or

Other Reading Support



Special Education

Some “Fell’”


Some “Fell’”


the desired outcome a multi tiered system of supports academic and behavioral
The desired outcome…A Multi Tiered System of Supports -Academic and Behavioral-

Support and training for all staff all along the continuum



Special Education &

Gifted Ed.

Title & ,

Gifted Ed.











rti a brief overview
RTI: A Brief Overview
intervention tiers
Intervention Tiers

Tier One

  • Research-based, high quality instruction for all
  • Benchmark testing/screening of all students
  • Progress monitoring of at risk students

Tier Two

  • Small group, increased intensity instruction
  • May involve separate curriculum
  • Continued monitoring of student progress

Tier Three

  • Individualized, intensive services
  • Progress monitoring
  • Referral for special services
  • National Joint Committee on LD, 2005Feiker-Hollenbeck, 2011Primary
national perspective
National Perspective

• 71% of districts are in some stage of implementing RTI – up

from 60% in 2008 and 44% in 2007

• RTI is being increasingly implemented across all grade levels

with a significant increase in high school implementation

compared to 2008

• Of districts with enough data, 83% indicated RTI has reduced

the number of referrals to special education

• Districts reported the three primary obstacles to

implementing RTI as:

Insufficient teacher training,

Lack of intervention resources,

Lack of data, knowledge, skills for tracking/charting


schools in montana s rti project
Schools in Montana’s RTI Project

asca national model
ASCA National Model

“How are students different because of what school counselors do?” (ASCA, 2003)

4 interconnected components:


•Delivery System

•Management System





Evidence-based Curriculum and Instruction

Ongoing Assessment

Collaborative Teaming

Data-Based Decision Making

Fidelity of Implementation

Ongoing Training and Professional Development

Community and Family Involvement

rti asca a natural fit
RtI& ASCA: A Natural Fit

• Proactive

• Collaborative

• Data-driven

• Multi-tiered

• Whole-child focused

• Equity and access to quality instruction and behavior support for ALL students

three interconnected and shared elements
Three Interconnected and Shared Elements
  • Tiered Delivery Models
  • Data & Use of Assessments
  • 3. Social Justice and Advocacy
tiered delivery system
Tiered Delivery System
  • Outlines breadth and depth of SC interventions based on student needs
  • Emphasizes serving ALL students as foundation of program
  • Outlines SC time spent in Delivery services
use and assessment of data
Use and Assessment of Data

Needs assessments

–Academic, career or personal/social

–Delivered to students, parents/caregivers and/or school staff

•Pre-and post-tests or curriculum based measures to assess the learning of particular standards and skills

•Evaluate program interventions through the use of surveys given to students, staff or families

social justice and advocacy
Social Justice and Advocacy



  • Originally conceptualized as a means to address over-representation of minority students in special education
  • Advocated as a means of identifying students with LD, as an addition or alternative to the traditional discrepancy-based model
  • Strives to eliminate teacher bias in special education referrals

**Early research indicates that students placed in special education in an RtI framework represent the ethnic and socioeconomic diversity of classrooms and schools*(Speece, Case, & Eddy, 2003)

  • Ensure ALL students succeed and are as a result of RTI implementation
  • Transforming School Counseling Initiative (Education Trust, 1996)
  • Dismantle systemic policies that discriminate against certain types of students while simultaneously supporting others
  • Advocate for the rights of students, as well as calling for systemic investigation of such practices
  • Ensure ALL students succeed and are DIFFERENT as a result of ASCA implementation
  • Connect counseling interventions to the RtI structure
  • Seek a Balanced Role Between a Service Provider and an RtI Team Member
  • Use of data to identify needs and evaluate effectiveness
  • Implement research-based programs and interventions and contribute to evidence-based practices within the field
  • Serve as an advocate for historically underserved populations
  • Use RtI as a vehicle for better serving all students
  • Ockerman& Mason ISCA, 201123Knowing this

Amy Friez

RTI Coordinator

Office of Public Instruction