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    Student Support

    Teacher AppleStudent Support Teams (SST) and Response to Intervention (RTI)

    The Student Support Team (SST) is a regular education process, mandated by the state of Georgia, in every Georgia school.  The SST was designed to provide a collaborative approach for developing educational plans for students who are having difficulty in school.  Its purpose is to provide support to both students and teachers with the outcome being to improve student performance by  finding ways to avoid roadblocks to success for any student referred to it.  
    Response to Intervention (RTI) is the method the SST uses to implement the process. Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning, behavior, and other related needs. The RTI process begins with high-quality instruction for all children in the general education classroom. Learners who are experiencing academic, behavior and other difficulties are provided with interventions, accommodations, and progress monitoring at increasing levels of intensity to address these issues. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to determine if the student is reponding to the interventions implemented. Educational decisions about the intensity and duration of interventions are based on how well the individual student responds to the instruction.
    Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model for Henry County is described below
    Tier 1: Universal Instruction- In Tier 1, the idea is to provide scientific, research-based instruction or just plain old good teaching to all students. During this Tier 1 instruction, instructional goals (benchmarks) are established, and regular progress monitoring of student performance is accomplished to make sure they are achieving at expected levels. The focus is on good instruction and regular testing
    to ensure that a majority of children receive good instruction
    Tier 2: Additional Instruction-Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs.  In Tier 2, the child should receive specific interventions and/or accommodations that have been shown to help similar struggling children. The child may receive this additional instruction from other teachers (e.g., EIP teachers) and/or related services providers. The child’s progress is monitored to see if the intervention is working.
    Tier 3:Targeted Instruction-At this level the student's issues are addressed through the Student Support Team (SST).  The SST works collaboratively; parents, teachers, support personnel to develop strategies that target the student's specific needs and to select tools to monitor his/her progress. These strategies are implemented for a period of 12 weeks accompanied by regular progress monitoring.  Students who do not achieve the desired level of progress in response to these targeted interventions may be recommended for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision.
Last Modified on August 24, 2009