NEW HANOVER COUNTY SCHOOLS IS PILOTING A RESPONSE TO INTERVENTION/ PROBLEM SOLVING MODEL IN ITS ELEMENTARY SCHOOLS. DATA BASED DECISION MAKING AND EARLY INTERVENTION ARE KEY COMPONENTS OF THE PROGRAM. HERE'S AN OVERVIEW OF THE PHILOSOPHY: A Tiered Approach to Intervention -paraphrased from article by Julie Berline, Graduate Research Assistant at University of Central Florida - thanks to Jan Toomes, Bradley Creek Elementary The Problem Solving Model is a three/four-tiered approach that focuses on identifying struggling students and providing additional instructional and intervention support that is needed. The classroom teacher is involved at every level/tier. Level I (Tier 1) • Core instruction provided to all students. • Informal progress monitoring using classroom data. Is the student making progress? If not, move to Level II/Tier 2 intervention. • General interventions are used specific to student’s needs within the classroom setting and at home (parent involvement is key!). Level II (Tier 2) • Additional instructional time is needed beyond the core instruction (up to 30 additional minutes). • Use of supplemental instructional materials to enhance Level I instruction • Increase the intensity of instruction • Almost always given in small groups or 1:1 • Instruction must be precisely targeted at the right level on student's most critical learning needs. • Someone from outside of the classroom might be involved. This may include grade-level peers, school support staff (school counselor, mental health therapist, social worker, school psychologist, reading specialists, resource teachers, speech therapists, etc.). • The explicitness of instruction must be increased. • Communication with parents regarding students’ progress or lack thereof, and increasing or modifying the interventions being provided at home • Increase progress monitoring using classroom data. Is the student making progress? If not, consideration of more intensive intervention at Level III/Tier 3. Level III (Tier 3) • Student is not successful after Tier 1 and 2 instruction/interventions. A team meeting takes place. • Instruction is intensive, strategic, and specifically designed and customized for the student. Intervention is based on student needs and may be different for each student. • Instruction is delivered in small group or 1:1. • Increased progress monitoring 2-3 times per week using designated probes. Level IV - To qualify for EC services, it must be documented that the student is not responding to high-intensity, specific interventions over a period of time. More specifically, the following must occur: • the student’s growth rate must be below that of their grade-level peers (determined by use of probes); • their performance is consistently below their goal line (determined by probes and county data); • the intensity of interventions and time spent must closely resemble the services they might receive in the Exceptional Children’s program. Also, there must be an educational impact.