Class­room in­ter­ven­tions

Over­view of state process pre­sented at board meet­ing

The Covington News - - OPINION -

By Jenny Thompson

Many peo­ple know about the food pyra­mid and the Egyp­tian pyra­mids, but few know about the pyra­mid of in­ter­ven­tion.

Ken­neth Proc­tor, New­ton County School Sys­tem di­rec­tor of el­e­men­tary cur­ricu­lum, pre­sented in­for­ma­tion about the strate­gies and sys­tem­atic re­sponses to stu­dents who need ad­di­tional sup­port in school.

The Ge­or­gia De­part­ment of Ed­u­ca­tion cre­ated a fourtier pyra­mid of in­ter­ven­tion as the con­cep­tual frame­work for in­struc­tion, which is in­tended to cater to the needs of low- to high-achiev­ing stu­dents.

“This model has come about as a prod­uct of No Child Left Be­hind and the re­newal of IDEA [In­di­vid­u­als with Dis­abil­i­ties Ed­u­ca­tion Act] in 2004,” Proc­tor said.

The en­tire frame­work re­volves on the pat­tern — plan, do, check and act.

Tier one is known as “stan­dards-based class­room learn­ing.” At this level, stu­dents par­tic­i­pate in gen­eral ed­u­ca­tion learn­ing based on the Ge­or­gia Per­for­mance Stan­dards and work in small groups. Their progress is mon­i­tored fre­quently.

“This is what is in place for all stu­dents,” Proc­tor said.

In fall, win­ter, and spring, school Early Be­hav­ioral/ In­struc­tional Sup­port teams meet for a half-day to dis­cuss the per­for­mance of all stu­dents. The teams re­view stu­dents in ar­eas of aca­demics, be­hav­ior, speech/lan­guage and at­ten­dance.

Tier two tar­gets stu­dents lack­ing or ex­celling in those ar­eas.

Stu­dents who fall be­low the 20th per­centile on screen­ing mea­sures and/or who have other con­sid­er­able be­hav­ioral or at­ten­dance prob­lems are placed on the EBIS Group In­ter­ven­tion and Plan­ning Form.

“What they are do­ing this for is to re­ally put this child on the radar that they need ad­di­tional sup­port,” Proc­tor said.

The teams meet monthly to track the progress of the stu­dents on the form.

An­other pur­pose of EBIS teams is to plan, im­ple­ment and mod­ify in­ter­ven­tions for tar­geted stu­dents fo­cus­ing on al­ter­able in­struc­tional vari­ables.

Al­ter­ations in­clude but are not lim­ited to the adding of an­other in­struc­tional pe­riod (dou­ble dose), pre-teach­ing com­po­nents of the core pro­gram, pro­vid­ing ad­di­tional staff de­vel­op­ment, re­duc­ing group size and meet­ing fre­quently to ex­am­ine progress.

EBIS team mem­bers de­cide at monthly meet­ings whether the group in­ter­ven­tion has been suc­cess­ful and a stu­dent no longer needs small group in­struc­tion, the in­ter­ven­tion is work­ing and should be con­tin­ued, the in­ter­ven­tion is not work­ing and should be re­vised or re­fined, or, the in­ter­ven­tion is highly un­likely to work and the stu­dent needs a more indi- vid­u­al­ized approach.

“When we move up the pyra­mid,” Proc­tor said, “the level of in­ter­ven­tion be­comes more in­tense and the num­ber of stu­dents de­creases.”

Tier three in­volves the as­sign­ment of a stu­dent to a Stu­dent Sup­port Team.

At this level, stu­dents par­tic­i­pate in learn­ing char­ac­ter­ized by in­di­vid­u­al­ized as­sess­ments, in­ter­ven­tions specif­i­cally tai­lored to stu­dents’ needs or re­fer­ral to specif­i­cally de­signed in­struc­tion if deemed nec­es­sary.

“If a teacher comes to el­i­gi­bil­ity for spe­cial ed­u­ca­tion for a stu­dent, but does not have ad­e­quate data show­ing the steps of the pyra­mid of in­ter­ven­tion have been fol­lowed, then she will have to go back and gather that data,” Proc­tor said.

Re­fer­ral to a for­mal spe­cial ed­u­ca­tion pro­gram or gifted ed­u­ca­tion eval­u­a­tion moves the stu­dent into tier four of the pyra­mid of in­ter­ven­tions.

Th­ese stu­dents par­tic­i­pate in spe­cial­ized pro­grams and learn from adapted con­tent, method­ol­ogy or in­struc­tional de­liv­ery.

NCSS em­ploy­ees are cur­rently de­vel­op­ing a mas­ter list or re­source guide of sup­ple­men­tal read­ing and math pro­grams to be used at each level of in­ter­ven­tion.

Proc­tor said some suc­cesses have al­ready been seen with pre-K and kinder­garten stu­dents. When teach­ers ad­justed in­struc­tional vari­ables in the class­room, fewer stu­dents were re­ferred to speech and lan­guage pathol­o­gists.

He added Teacher Lead­ers, or pro­fes­sional learn­ing co­or­di­na­tors from each school, have been in­stru­men­tal in de­liv­er­ing in­for­ma­tion about the process to their col­leagues.

“I would say, at the be­gin­ning of the year, we had 20 per­cent of our teach­ers who knew what the terms pyra­mid of in­ter­ven­tion or re­sponse to in­ter­ven­tion meant,” Proc­tor said. “To­day, I would say we have 100 per­cent who un­der­stand what they mean and who are ac­tively en­gaged in the process, so we’ve come a long way.”

In other news from Tues­day evening’s BOE meet­ing, • The board ap­proved the do­na­tion of 1.79 acres of land on the south­ern side of Salem Road, where a new el­e­men­tary school is un­der con­struc­tion and a new mid­dle school will be built, to the Ge­or­gia De­part­ment of Ed­u­ca­tion. In re­turn for the land do­na­tion, GDOT will grant three ac­cess lanes at the site. • Be­cause New­ton County has been iden­ti­fied as an ex­cep­tional growth school sys­tem and uti­lizes 155 trail­ers as class­room spa­ces, the board ap­proved re­quest­ing the State Board of Ed­u­ca­tion grant a Ge­or­gia Class Size Waiver Ap­pli­ca­tion for any el­i­gi­ble kinder­garten through eighth grade class­room which ex­ceeds the max­i­mum class size by one stu­dent.

Kinder­garten classes may have 18 stu­dents or 20 with a para­pro­fes­sional. All first, sec­ond and third grade classes may have 21 stu­dents. For fourth- through eighth-grade class­rooms, the max­i­mum class

Newspapers in English

Newspapers from USA

© PressReader. All rights reserved.