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Response to Intervention is a process of achieving higher levels of academic and behavioral success for all students through high quality instruction, continuous review of student progress, and collaboration. The student servicing process is based on a three tiered model that includes Universal (tier I)---how we service all students, Selected (tier II)---how we intervene with small groups of students, and Targeted (tier III)---how we service students who need an individual Student Support Team meeting. Positive Behavioral Intervention and Supports is a systemic approach to proactive school-wide behavior based on a Response to Intervention model. PBIS applies evidence-based programs, practices, and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school climate. Schools implementing PBIS build on existing strengths, complementing and organizing current programming and strategies.
The overall model for both RTI academic and PBIS is based on a tiered philosophy of intervention and instruction. That is, if a student is identified as lagging in an academic area or as having difficulty in a behavioral area, more intensive and targeted interventions are done with the student. These interventions are carefully monitored for their effectiveness. The Palmyra-Eagle Area School District is well along in the process of developing both of these systems in all of the district’s buildings. Our work has been supported by the REACH Grant and the HUB Grant. The data generated from these two initiatives provide some of the information used to identify children with disabilities. Early intervention can happen before a child has fallen far behind peers or has experienced extreme behavioral difficulties, the hope is that children will be able to build deficits without the need for special education services, hopefully catching up to their peers and being able to manage their behavioral issues.
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