Response to Intervention (RtI) is a three tiered model (detailed below). The approach identifies the 80% of students who are successful within the core academic and behavioral systems in place as Tier 1. Approximately 10-15% of students will be challenged by the core program and will need strategic Tier 2 interventions. Still, 5-10% of students require Tier 3 intensive intervention in order to be successful within the school setting. RtI helps advisors identify struggling students more accurately.
Aveson strongly believes that the key to a student's academic success is in understanding and truly knowing each student. Advisors come to know students through careful observation during whole group, small group, and one-on-one instruction. In addition, advisors use formal and informal academic assessments with all students on an on-going basis to gather data-driven information, which compliments observational information. In this way, advisors are constantly aware of which students may need extra support.
A series of steps are taken above and beyond the core program when a student has been identified as struggling academically and/or behaviorally, and RtI is provided with interventions, accommodations, targeted instruction and progress monitoring to help a student be successful within the core program. For most students, this process of careful observation, assessment, and intervention are all that is needed to get the student back on track.
At Aveson, advisor's core behavior support programs are developed using an advisory-based model. This focuses on an all encompassing social, cognitive, and behavioral approach with students. The core behavior support program centers around being proactive rather than reactive in order to build a positive culture and climate within the classroom. Classroom behavior support systems are fair, consistent, realistic, and caring.
The foundation of Aveson's Tier 1 core behavior and academic support program consists of the following:
Evidence-based Curricular Resources for math, literacy, and projects.
Use of Aveson created, literature-based social, emotional, and behavior curriculum during advisory in order to explore Aveson's eight Guiding Principles, emotions, conflict-resolution, and differences.
Explicit instruction about and how to engage in self-efficacious behavior. The Aveson model requires students to work successfully in groups and independently. Self-efficacy is evidenced by a student using and believing “I can...” statements. For example:
I can work well with others.
I can work on my own.
I can find the help I need to be successful.
I can use my words to help me solve problems.
Tier 2 supports are for students who are challenged by the core behavior and/or academic expectations of our program. An advisor will designate a student as needing Tier 2 support if they have used their core support program and are observing the student's growth being hindered. Tier 2 supports may include:
Referral to the School Counselor.
Development of attainable academic or behavioral goals with defined support and monitoring progress.
Small group or 1:1 academic intervention.
Behavior modification plan/contract.
School-based Counseling
Possible recommendation for MTSS (Multi Tiered System of Supports Team) and/or Tier 3 designation.
Tier 3 supports are designed for students who require more intensive academic and/or behavioral supports than provided in Tier 1 and 2. The MTSS team determines Tier 3 support once Tier 2 supports do not result in expected academic or behavioral progress over the allotted time frame. In addition to Tier 2 supports, a student receiving Tier 3 support may receive:
More frequent and longer in duration small group or 1:1 academic intervention.
Possible referral for Special Education Evaluation
When a student is not responding successfully to the core academic and/or behavioral program it may be beneficial to activate the Multi Tiered Systems of Support (MTSS) process for the student. An MTSS team meeting involves stakeholders (advisors, parents/guardians, and other school personnel) joining together to recognize the student's strengths and examining challenges. The primary purpose is to discuss strategies and solutions that address academic and/or behavioral needs in order to improve the student’s educational experience.
The MTSS process can be activated by either a student's advisor or the student's parent/ guardian. Regardless of who initiates the process, the procedures are the same. The following steps should be taken to activate the MTSS:
Contact the MTSS Coordinator to request an MTSS.
Gather detailed evidence of interventions tried and relevant home history
After the results of interventions have been documented, an MTSS meeting will be scheduled. At this meeting, the MTSS Coordinator will facilitate conversations between the advisors, the parents/guardians, and any other pertinent personnel invested in the student's success to identify interventions that have been tried, deliberate as to why they have been unsuccessful, and determine the next course of action to help the student.
Due to the fact that every student is different, all MTSS outcomes will be unique to the particular student. However, in general, the outcomes of the MTSS process for a student might include one or more of the following:
If the MTSS interventions prove to be successful and the student returns to the core academic program, the MTSS process may conclude. The advisor would continue using effective interventions to maintain student success.
Extend the MTSS process which will include scheduling additional meetings to allow additional data to be gathered through the intervention process.
If the MTSS interventions prove to be unsuccessful and all possible interventions have been tried, a student may be referred for a psychoeducational evaluation through Aveson's special education program. Testing referrals are not made lightly and the team must truly feel that a student would benefit from the additional information this testing provides.
Section 504 is a part of the Americans with Disabilities Act (ADA) that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. The 504 Plan is a plan developed to ensure that a child who has a disability and attending an elementary or secondary school receives accommodations that will ensure their academic success and access to the learning environment.
If your child doesn't qualify for an IEP (Individualized Education Program) but has a diagnosis or a recognized condition that still requires some accommodations and modifications to fully participate in the classroom, your student's MTSS may recommend a 504 plan. The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling. "Disability" in this context refers to a "physical or mental impairment which substantially limits one or more major life activities." This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies and diabetes; and learning problems. A 504 plan spells out the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers, and might include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks, a peanut-free lunch environment, home instruction, or a tape recorder or keyboard for taking notes.
A 504 plan, which falls under civil-rights law, is an attempt to remove barriers and allow students with disabilities to participate freely; like the Americans with Disabilities Act, it seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else. An IEP, which falls under the Individuals with Disabilities Education Act, is designed to provide educational services. Students eligible for an Individualized Education Program, represent a small subset of all students with disabilities. They generally require more than a level playing field – they require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom. Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications, but still require some assistance to be able to participate fully in school could be candidates for a 504 plan.
Remember, Aveson's goal is to provide each student with the right instruction, given by the right person, given at the right time. We are committed to finding the best course of action to ensure the academic, social-emotional, and behavioral success of all of our students.