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"By utilizing assessment skills, professional school counselors can first help identify the needs of all students by assisting the RTI team with selecting, modifying and/or creating various assessment for their schools. School counselors may generate data through school-wide needs assessment (delivered to students, parents/caregivers, and/or school staff) (Ockerman, Mason, & Hollenbeck). This gives counselors DIRECTION! Begin with the end in mind!

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Advocate for the School Counseling Profession

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Advocate for the School Counseling Profession

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By becoming familiar on how the school counseling program can fit in with the RtI process WE can better advocate for our profession and be a valued member at the table.

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Integration of the ASCA National Model and the RTI Model. What does it look like?

Tier 1- Standards and Competency-Based Core Curriculum Individual Student-Planning

Core curriculum and individual student planning provided to all students

Academic, career, personal/social development

Student standards (ASCA)

Tier 2- Intentional Guidance Responsive Services

Targeted students participate in specific intervention activities which address the identified concerns

Identified concerns come from data to implement best practices (i.e., attendance, behaviors, failing grades, and/or access issues)

Interventions in tier 2 include individual, small group, referrals to menu of services or systematic interventions

Tier 3- Intensive Intervention

Targeted students participate in activities in addition to tier 1 and tier 2, but also include specific interventions designed for individual needs

Grief counseling, referrals, crisis management, and individual response services

Tier 4- Referral to Outside Services

Targeted students referred to government, nonprofit, and/or private agencies for interventions to address chronic issues which impede learning (i.e., substance and addiction, foster care, juvenile justice, mental health)

(Figure 2.5 Intentional Guidance: Some Kids Need More)

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ASCA (2008) alongside the RtI process considers counselor to be most efficient through the review of data. Professional school counselors identify struggling students (through data) and collaborate with other educators to provide appropriate interventions through the RTI process. (ASCA, 2008)

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How does the RtI tier relate to the School counseling pyramid of interventions?

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How does the RtI tier relate to the School counseling pyramid of interventions?

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RtI Tiers compared to School Counseling Pyramid of Interventions

Tier 1

RtI- Performance based; Instruction for all students

S.C Pyramid- Schoolwide curriculum; All kids get this CORE curriculum

Tier 2

RtI- Targeted interventions; some students

S.C Pyramid- intentional guidance; individual/group counseling; some kids need more

Tier 3

RtI- Intensive interventions; few students

S.C Pyramid- Individual supports; few students

Tier 4 (Tier 1-3 not sufficient enough)

RtI- Specifically designed instruction; referred for special education

S.C Pyramid- Refer out; very few

(Figure 2.4 Intentional Guidance: Some Kids Need More)

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"Once you get to know the RTI process, you realize it is highly consistent with all of the components of a comprehensive school counseling program as espoused by the ASCA National Model" (Sabella, 2012, p. 73)

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"Once you get to know the RTI process, you realize it is highly consistent with all of the components of a comprehensive school counseling program as espoused by the ASCA National Model" (Sabella, 2012, p. 73)

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Professional school counselors work collaboratively with other educators to remove systemic barriers for all students and implement intervention programs that assist in student success.

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What about integrating my school counseling program with RtI? 

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What about integrating my school counseling program with RtI? 

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According to ASCA (2003), 'A school counseling program should provide intentional guidance to specifically address the needs of every student, particually students of culturally diverse, low socioeconomic statue and other underserved or underperforming populations (ASCA, 2003, p. 77)

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What does the School Counselor do in Tier 3?

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What does the School Counselor do in Tier 3?

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1. Standards and Competencies (Foundation)

2. Responsive Services (Delivery) (i.e., Consultation,Individual counseling, Small group counseling and Referral to school or community services)

3. Closing the Gap Action Plan (Management)

4. Closing the Gap Results Report (Accountability)

(ASCA, 2008)

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What does the School Counselor do in Tier 2?

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What does the School Counselor do in Tier 2?

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1. Standards and Competencies (Foundation)

2. Individual Student Planning (Delivery) (i.e., Small-group appraisal and Small-group advisement)

3. Responsive Services (Delivery) (i.e., Consultation and Individual counseling and Small group counseling)

4. Closing the Gap Action Plan (Management)

5. Closing the Gap Results Report (Accountability)

(ASCA, 2008)

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What does the School Counselor do in Tier 1? 

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What does the School Counselor do in Tier 1? 

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1. Standards and Competencies (Foundation)

2. Guidance Curriculum (Delivery System)

3. Individual Student Planning (Delivery)

4. Curriculum Action Plan (Management)

5. Curriculum Results Report (Accountability)

(ASCA, 2008)

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The Professional School Counselor’s Role Professional school counselors assist in the academic and behavioral development of students through the implementation of a comprehensive developmental school counseling program based on the ASCA National Model by:

Providing all students with a standards-based guidance curriculum to address universal academic, career and personal/social development

Analyzing academic and behavioral data to identify struggling students

Identifying and collaborating on research-based intervention strategies that are implemented by school staff

Evaluating academic and behavioral progress after interventions

Revising interventions as appropriate

Referring to school and community services as appropriate

Collaborating with administrators about RTI design and implementation

Advocating for equitable education for all students and working to remove systemic barriers (ASCA, 2008)

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Where does the School Counselor fit into the RtI process?

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Where does the School Counselor fit into the RtI process?

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American School Counselor Association (ASCA) Position on the RtI process and the role of school cousnelors:

"Professional school counselors are stakeholders in the development and implementation of the Response to Intervention (RTI) process. Professional school counselors align with the RTI process through the implementation of a comprehensive school counseling program designed to improve student achievement and behavior." (adopted in 2008, ASCA)

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National Center on Student Progress Monitoring

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National Center on Student Progress Monitoring

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Check out their website. A lot of great information for continuing your education on RtI and progress monitoring.

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How do you progress monitor? It's all about the CBM's...Curriculm Based Measurements 

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How do you progress monitor? It's all about the CBM's...Curriculm Based Measurements 

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CBM's are what schools consider to be best practices or evidence-based best practices. According to Atlas Initiative under RtI, school teams must use validated practices for progress monitoring, meaning that the methods used have been supported by scientific research. One approach to progress monitoring with approximately 30 years of scientific support is called Curriculum-Based Measurement (CBM, or perhaps known in some schools as CBA, short for Curriculum-Based Assessment).

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Watch these videos on Progress Monitoring and Curriculum Based Measurements (CBM)! 

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Watch these videos on Progress Monitoring and Curriculum Based Measurements (CBM)! 

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progress monitoring - atlas initiative for public education

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Universal Screening...check. Students placed in tiered system...check. Now what? Oh yeah, PROGRESS MONITORING! Wait, what is that? 

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Universal Screening...check. Students placed in tiered system...check. Now what? Oh yeah, PROGRESS MONITORING! Wait, what is that? 

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Progress monitoring is essential to the RtI process. What good is it to set all this up and not know if your students are improving or in need of more instruction? With PM data drives decision making for each student and allows for movement up and down the tiered RtI system. PM allows for:

Estimating rates of improvement

Identify students who are not demonstrating adequate progress

Comparing the efficacy of different forms of instruction to design more e ffective, individualized instruction

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Basically, the universal screening kickstarts the RtI process. It is a way for schools to gain baseline data on where each student is at with regards to the screening being administered. A screening is a brief assessment tool which is evidence-based. The tool must be "valid, reliable and demonstrate diagnostic accuracy for predicting which students will develop learning or behavioral problems. They are conducted with all students to identify those who are at risk of academic failure and, therefore, need more intensive intervention to supplement primary prevention (i.e., the core curriculum)." (NCRTI)

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The Tier System broken down! A must watch

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The Tier System broken down! A must watch

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Provided by Atlas Initative

Tier 1- high quality core instruction meeting the needs of most students (about 80-85%). This is basically the general classroom instruction.

Tier 2- evidence-based interventions for those students who are not fully succeeding in tier 1. This supplementary level of instruction will ADD TO tier 1, not replace it. For example, a student might have 30 extra minutes of reading instruction on top of the 90 minutes of instruction in tier 1. Therefore, the student would get 120 total minutes (about 10-15% of total school population).

Tier 3- these will be individualized interventions of increased intensity for students who are showing minimal response to tier 1 and tier 2. This will consist of about 3% or less of the student population.

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Response to Intervention: A Tiered Approach to Instructing All Students

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For a detailed, closer look to the RtI process print out this Essentials packet to keep for your records.

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Use data to identify students at risk for poor learning outcomes

Monitor student progress

Provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student's responsiveness

Identify students with learning disabilities or other disabilities.

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Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavioral problems (National Center for Response to Intervention, NCRTI).

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For questions/comments/concerns please contact Jeff Williams at williams.a.jeff@gmail.com.