Director of Teaching and Learning
Lynda Wallace

Response To Intervention

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Joeta Youngblood, Principal, Hill City Elementary

Lynda Wallace, Principal, Harmony Elementary
Dr. David Wilds, Principal, Jasper Elementary
Sandy Layman, Principal, Tate Elementary
Shane Purdy, Principal, Jasper Middle
Pennie Fowler, Principal, Pickens County Middle
Dr. Sandy Greene, Director of Teaching and Learning, System Assessment Director
Dr. Lula Mae Perry, Superintendent

Join the Celebration

If you have been a part of our family as a teacher or staff member, please join us to celebrate 10 years of memories. Monday, May 23rd, 7:00-8:00pm light refreshments will be served.

Feeding Georgia's
Kids
Summer Meals

http://www.fns.usda.gov/sfsp/raise-awareness


On April 23rd, over 160 students representing Harmony Elementary, Hill City Elementary, Jasper Elementary, and Tate Elementary came together to compete in the 8th Annual Pickens County Math Bowl.

Join the Celebration

If you have been a part of our family as a teacher or staff member, please join us to celebrate 10 years of memories. Monday, May 23rd, 7:00-8:00pm light refreshments will be served.

School Bus Roadeo

Every school day our buses transport the most precious cargo – our students to and from school. The annual "Bus Roadeo" competition tests driving and safety skills. Congratulations drivers!

Cherri Howell, Transportation Director, Jackie Watkins/1st Place, Wanda Tidwell/2nd Place, Susan Burkley/3rd Place


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100 D.B. Carroll Street Jasper, Georgia 30143
706.253.1700 | fax 706.253.1705 | Info 706.253.1710
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What Is RTI?

Georgia has implemented a four-tier Response to Intervention (RTI) model in a) identifying and b) addressing students' academic and/or behavioral needs. Standards-based instruction, universal screening, and progress monitoring are the critical foundation elements of our model (Tier 1). Every public school in Georgia is mandated to teach the standards to all students based on their grade level and/or content area.

Universal screening helps teachers identify students who will need more individualized assistance. Progress monitoring allows teachers to assess the effectiveness of instruction and to differentiate their assistance based on the instructional and/or behavioral needs of the students. When a variety of Tier 1 strategies are utilized and the student is not showing significant improvement, this should be the trigger that activates the school’s RTI plan to bring more focused attention and more intensive instructional assistance that comprises Tier 2. Tier 2 is characterized by the addition of more concentrated small-group or individual interventions that target specific needs and essential skills. All Tier 2 Interventions must be research proven and aligned to the needs of the student and resources of the school.

Interventions may involve an increase in intensity, frequency, and duration of the strategies utilized in Tier 1, or they may be entirely different based on information shared among staff members. Collaboration by staff in delivery of rigorous instruction and appropriate Tier 2 interventions is vital in order to ensure a transfer of learning from Tier 2 to Tier 1 activities. Progress monitoring is more frequent and is vital in order to judge the effectiveness of the interventions based on the student’s response to them.

If such appropriate interventions-- implemented with fidelity and for an established duration-- are not effective then the staff must call upon the assistance of the Student Support Team (SST), which is Tier 3. In Tier 3, SST is the structure and RTI is the process. Team members now individualize appraisal and interventions to determine barriers to learning and develop appropriate individual interventions for the student. If a variety of SST/Tier 3 interventions are finally determined not to be adequate and the need for more individualized assistance is thus documented, the SST will make an appropriate referral for consideration of placement of the student in an appropriate Tier 4 program. If found eligible, this student may be placed in Special Education, English to Speakers of Other Languages (ESOL), Gifted or other programs that are delivered by specially trained teachers.

 

 

RTI

 

Source:  Georgia Department of Education

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