Response to Intervention

Georgia's Promising Practices in RTI is a five part series which includes Georgia's RTI Leaders' Panel Discussion and four teams representing the 2012 SSTAGE STAR Award winning system, elementary, middle and high school.  This video series is a partnership between the Georgia Department of Education and the Student Support Team Association for Georgia Educators (SSTAGE).  This series highlights Georgia educators who have successfully implemented practices that identify students' academic and behavioral needs and which systematically address those learning needs through multiple tiers of supports.  In Georgia, we refer to this framework as Responce to Intervention (RTI) and the Georgia Pyramid of Intervention (a 4 Tier framework of supports).  The desired outcome is improved academics and behavior for all Georgia students to successfully achieve the standards of the new Common Core.

• RTI Leaders Panel
• Griffin Spalding County School System
• Ware County High School
• Teasley Middle School
• Woodstock Elementary

• RTI Guidance

• The Georgia Student Achievement Pyramid of Interventions Graphic  

• RTI Guidance Document - FULL TEXT

• Executive Summary

• Introduction and Overview

• Chapter 1 Glossary

• Chapter 2 Research

• Chapter 8 Section 8.2 ESOL and RTI  

• Chapter 8 Section 8.3 Gifted and RTI

• Chapter 8 Section 8.4 Title 1 and RTI

• Chapter 8 Section 8.5 EIP and REP

• Chapter 8 Section 8.6 RTI and Young Children

• Chapter 10 Roles and Responsibilities

• Georgia CLASS Keys

• Georgia SST Rule

• Chapter 12 Summary of Recommendations

Student Support Team

The Student Support Team (SST) is a problem-solving process in every Georgia school. Its purpose is to find ways around roadblocks to success for any student referred to it. A number of recent events and decisions both national and state have placed markedly increased importance on the SST process:

• Section 504 of the Rehabilitation Act of 1973 has been strongly emphasized by the federal government as applicable to the schools' handling of certain student difficulties. SST documentation can meet most Section 504 requirements.
• The realization that conditions beyond mere academics play a pivotal role for students at risk of failure. The success of the broad approach used by Student Assistance Programs (SAP, from the federal Drug-Free Schools initiative) has shown the value of collaboration, especially across agencies.
• School-based management and problem solving have become one of the recognized successes in the national education reform movement.
• The SST process is a way for schools to demonstrate progress toward the national Goals 2000 areas of better teacher support and more parent involvement.
• Increased concern on school safety has called for better classroom behavior management. Collective wisdom of SST members assists teachers with this.​
   

  Additional Information

• State Board Rule for Student Support Teams
• Student Support Teams (SST) Resource Manual 2011
• Frequently Asked Questions Regarding Student Support Teams​
• FERPA Guidelines
• Overview of Section 504
• Section 504 Procedural Safeguards
• Notice of Rights of Students and Parents under Section 504
• Email to Superintendents on Section 504 Update - February 27, 2012
• Section 504 Resolution Agreement - Adopting 504 Safeguards FAQs
• Section 504 Resolution Agreement - Compliance Checklist
• Section 504 Resolution Agreement - Training Details
• Section 504 Resolution Agreement - Training Report
• Section 504 Resolution Agreement - 2012 Training Schedule 

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