Overview of Frameworks
Kentucky System of Interventions
In the Kentucky System of Intervention framework,
-Tier I is the highly effective, culturally responsive, evidence-based core or universal instruction, provided to all students.
-Teachers implement evidence-based curriculum and/or strategies with fidelity for both academic and behavioral instruction.
-About eighty percent of students will succeed with evidence-based curriculum, appropriate instructional practices and differentiation to teach academic and behavioral content.
If you have further questions, A Guide to the Kentucky System of Interventions and Video webcasts outlining the understanding and implementation of RtI are available Kentucky Department of Education website.
Response to Intervention (RtI)
RtI grew from efforts to improve identification practices in special education. Simply put, RtI is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12.
RtI is characterized by:
- the systematic documentation of the performance of students as evidence of the need for additional services after making changes in classroom instruction;
- RtI promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.
Based on a problem-solving model, the RtI approach considers environmental factors as they might apply to an individual student’s difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, RtI has emerged as the new way to think about both disability identification and early intervention assistance; however, RtI is not reserved only for students with perceived disabilities- it is effective teaching and intervention services for all students.
About eighty percent of students will succeed with evidence-based curriculum, appropriate instructional practices and differentiation to teach academic and behavioral content.
Positive Behavioral Interventions and Supports (PBIS)
PBIS is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007).
Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of RtI.
Similar to RtI, PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems. https://www.pbis.org/school/rti
Both RtI and PBIS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at
- the universal (Tier 1),
- targeted or supplemental group (Tier 2), and
- intensive (Tier 3) levels.
RtI and PBIS work as a combined approach to improve academic and behavior outcomes for all students. Read Article: Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters with Different Misters?