Federal law mandates the use of professionally sound intervention based on defensible research. This overview of the Kentucky System of Interventions (KSI) assists schools and districts as they develop systems of interventions for their students using the Response to Intervention (RTI) three-tier model.
A Guide to Kentucky System of Interventions guides schools and districts in developing a unique process for making decisions about interventions, using a variety of assessments for screening, progress monitoring, and diagnosis. The guide provides information about research-based programs to help meet their students’ needs. In addition, there is an Action Plan template to guide schools in setting short term goals as they develop their systems for intervention.
Intervention Practices—Tier 3 looks at key factors for schools when developing a framework for meeting the needs of students who additional support to make adequate progress.
Intensive Tier 3 (Document)
Intensive Intervention (Document)
The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA 2004) and the passage of the No Child Left Behind Act (NCLB 2001) stresses the use of professionally sound instruction and interventions based on defensible research, as well as the delivery of effective academic and behavior supports to improve student performance.
The Kentucky Department of Education established KSI to assist schools and districts as they develop a comprehensive system to accelerate learning, close achievement gaps, deliver highly effective instruction, and promote readiness and smooth transitions.
KSI is based on the Response to Intervention (RTI) model:
Tier 1: High-quality classroom instruction, screening, and group interventions
Tier 2: Targeted interventions
Tier 3: Intensive interventions and comprehensive evaluations
The KSI framework guides schools as they design an infrastructure for instruction that frames different levels of student support. One of the most important decisions to be made is the method to identify academic or behavioral problems. Other early decisions include how extra support time will be scheduled and the criteria necessary for students to move between the tiers of instruction. In addition, schools need to determine how often progress monitoring will occur for students needing intervention and when teams will meet to discuss student progress.
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