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Tiered Intervention Approach for Student Support in Augusta County Schools

The Augusta County model implements a tiered system of interventions to support student achievement. Level 1 focuses on universal screening and core instruction with effective strategies for all students. Struggling students receive targeted support from grade-level teams. If they continue to struggle, assessments help identify specific needs, transitioning to Level 2 for strategic interventions. Level 3 involves intensive support through smaller groups and frequent progress monitoring. This collaborative approach ensures targeted assistance for every student's unique challenges, ultimately leading to improved educational outcomes.

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Tiered Intervention Approach for Student Support in Augusta County Schools

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  1. Response to Intervention ProgressMonitoring Tiered Levels of Intervention/ Support Augusta County Style Universal Screening

  2. Level 1 Core Instruction • All students receive core instruction • Emphasis on good instructional strategies and practices • All students take • Universal Screening Skills Improve Student Struggling Contact Parents Consult Grade Level Team Modify Core Instruction

  3. Student Continues to struggle Problem Solve! Develop Assessment Plan to Identify specific problem areas • The First Level of Intervention • Problem Solve to determine area of need • Program, time, or group size adjusted during Power up Develop plan for Level 2 Interventions Based on Assessment Results Level 2 Strategic Interventions

  4. In Level 2 Skills Improve Move back to Level 1 Progress Monitor once a week • Student takes CBM at least once a week to monitor progress • Data is discussed at Grade Level Meetings • Program, time, or group size adjusted during Power up Intervention Adjustment Problem Solve! Return to Level 1 Adjust Level 2 Elevate to Level 3

  5. Skills Improve Move to Level 2 Student Struggling Level 3 Intensive Interventions • Uses smaller groups and/or alternative programs • Student takes CBM at least twice a week to monitor progress Intervention Adjustment Progress Monitor 2-3 times a week Problem Solve! Return to Level 2 Adjust Level 3 Interventions Consider SPED Referral

  6. Student struggling If student does not make progress according to data collection in Level 3, the student may be referred for SPED consideration. SPED Consideration

  7. School-Wide Systems to Support Student Achievement Intensive 1 – 7% Strategic 5-15% Levels of Intervention Core 80-90% Adapted from Sugai and Horner

  8. Goals for 2008-09 • Good Core Instruction • Utilize Power Up time • Plan collaboratively • Implement Universal Screening • Practice progress monitoring (2nd semester)

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