1 2 3 What is (RtI)? Establishes a comprehensive assessment and intervention process to support students in need of academic and behavioral supports. Reveals the Multi-systems of support available on your campus. What is the (IAT)? Works within RtI to coordinate a series of tasks Universal screenings Progress monitoring School-wide data review to trigger the intervention process Academic and behavioral interventions Facilitates all referrals for Section 504 or Special education Even those in which intervention is not needed! 6 ARD Students with disabilities 504 Suspected of having a disability RtI Opportunity- rich 7 Universal Screening Progress Monitoring Assessment Tier I Tier II Tier III Intervention 8 Universal Screening Progress Monitoring Assessment 9 10 Universal Screener Characteristics 11 Administered three times per year Yields disaggregated data Identifies the problem Ranks students Ranks classrooms Possible Data Instruments 12 Istation Overage reports Excessive absences Office referrals Benchmark/Common assessments Curriculum embedded assessment ? 13 No data point stands alone. 14 Schoolwide Screening 15 Jefferson Elementary School Page 5.4 Confirm a practice Stop a practice Start a practice Consider a practice 16 17 I. Level of Learning II. Rate of Learning Dual Discrepancy 18 Level of learning Rate of learning Is the student deriving similar education benefit from the same classroom as nondisabled peers? 19 20 24 25 26 Requires accumulation of data 27 Progress Monitoring 28 Dalton Gardens Elementary School Page 5.7 Confirm a practice Stop a practice Start a practice Consider a practice 29 30 Tier I Tier II Tier III Intervention 31 Tier I All students Grouping as needed Teacher documents in Chancery Focus on core curriculum program minutes per day Universal screener What is Response to Intervention (RtI)? Three-Tiered Model Tier I Core instruction: ongoing for all students Foundation Universal interventions Differentiated instruction and early intervention Periodic assessment to monitor growth 80%+ students successful 33 Tier II Ratio 1:5 10 Homogenous grouping Teacher documents in Chancery Scripted/IAT Interventions 2030 min. per day Weekly progress checks What is Response to Intervention (RtI)? Three-Tiered Model Tier II Supplemental instruction/intervention In addition to Tier I, core instruction Complement Tier I instruction Small groups: 3-5 students, homogeneous Classroom teacher or interventionist Progress monitoring 8-12 weeks, up to 16 weeks 10-15% students 35 Ready- to-go No IAT Scripted Requires planning IAT Required Problem Solving Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Problem- Solving Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Scripted Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Where is Special Education? 39 DiscontinueContinueChange 40 41 42 43 Tier III Ratio 1:3 Homogenous grouping IAT Chairperson documents in Chancery Problem- solving interventions 50 minutes per day Weekly progress checks What is Response to Intervention (RtI)? Three-Tiered Model Tier III Intensive, individualized, specialized interventions In addition to Tier I, core instruction Small groups, one-on-one instruction: 1-3 students Often interventionist Progress monitoring 8-12 weeks, up to 16 weeks 5-10% students Those who fail to respond to Tier III interventions are the best candidates for a Special Education evaluation. 45 Ready- to-go No IAT Scripted Requires planning IAT Required Problem Solving 46 1. Define the Problem 2. Analyze the Problem 3. State Desired Goal 4. Develop Intervention 5. Evaluate the Plan IAT Problem Solving 47 Define the Problem Data Review Define 48 Phonemic Awareness PhonicsFluencyVocabularyComprehension 49 Analyze the Problem Problem Determine Requisite Abilities Analyze Strengths & Struggles Prioritize 50 Phonemic Awareness PhonicsFluencyVocabularyComprehension Marco 51 Fourth-grade student i-station: Vocabulary, 10 th percentile i-station: Fluency, 50 th percentile Define the problem List requisite abilities Label each requisite ability as a strength or struggle Set priority 52 Phonemic Awareness PhonicsFluencyVocabularyComprehension Cedric 53 Fourth-grade student istation: Vocabulary, 10 th percentile i-station: Comprehension, 10 th percentile Define the problem List requisite abilities Label each requisite ability a strength or struggle Set priority 54 Phonemic Awareness PhonicsFluencyVocabularyComprehension 55 3. State Desired Goal 56 State the Goal Priority State the goal to be measured 57 Develop Intervention Develop intervention with steps to follow Evaluate 58 Curricular Conflict Curricular Coordination 59 60 IAT Chairpersons Responsibilities 61 Meets with referring teacher prior to meeting Reviews data Refines referral issue Prepares teacher for problem-solving process Assists with implementation of intervention Tracks intervention Records Tier III Intervention in Chancery SMS Guides examination of exclusionary factors Updates the IAT Behavior Severe Cognitive Deficits Limited English Proficiency Health Cultural & Economical Factors Visual, Hearing & Motor EXCLUSIONARY FACTORS Parent Referrals When a formal request for special education evaluation is made by a parent (i.e. in writing) the IAT must respond within 10 school days. The response should be to either formally REFER or to REFUSE the parent request for evaluation. Use the Notice of Refusal form located in the Special Education Operating Guidelines if the decision is to refuse a parent request for evaluation. Refusals are allowed, but must be supported with data. 64 DiscontinueContinueChange 65 Tips for Fidelity 66 Count sessions not weeks Evaluate student attendance Evaluate teacher attendance Count progress monitoring data points Provide routine training on intervention designs Monitor computer based usage reports Evaluate fidelity of progress monitoring method 67 Tiered Service Delivery 68 Bryanna, Jayden, Lauren, Michael Page 5.26, 5.31, 5.41, & 5.50 Confirm a practice Stop a practice Start a practice Consider a practice 69 Parent Referrals 70 71 TIPS for the IAT Chair Set aside time with the Campus Evaluation Specialist to understand: The Referral for Disability Evaluation form Detailed and overview steps for a Special Education referral Additional documents needed in the referral process How to enter referral dates in Chancery SMS to trigger the data transfer to EasyIEP 78