Intern intervention assistance team powerpoint

The Intervention The Intervention Assistance Team Assistance Team

(IAT)/Building Level (IAT)/Building Level Team (BLT) Process:Team (BLT) Process:

******Procedures and Procedures and

guidelinesguidelines for Zane Trace’s Pre-for Zane Trace’s Pre-

referral student referral student assistance system.assistance system.

The Terminology…The Terminology…

At Zane Trace, we have two At Zane Trace, we have two names for the same thing:names for the same thing:

Building Level Team (BLT)Building Level Team (BLT) at the elementary levelat the elementary level

&&Intervention Assistance Intervention Assistance

Team (IAT)Team (IAT) for the upper for the upper gradesgrades

More Terminology…More Terminology… Baseline Phase:Baseline Phase: this phase in one in this phase in one in

which the teacher collects and records which the teacher collects and records data on the variable of interest (i.e., data on the variable of interest (i.e., on/off-task behavior, words on/off-task behavior, words correct/minute, homework completion correct/minute, homework completion rates, grades, etc.) A minimum of rates, grades, etc.) A minimum of three baseline data points should be three baseline data points should be collected before the intervention of collected before the intervention of choice is implemented. choice is implemented.

Intervention Phase:Intervention Phase: this phase is this phase is one in which the teacher introduces one in which the teacher introduces the intervention and then collects data the intervention and then collects data on it. on it.

Graphed Intervention: Graphed Intervention: Sample GraphSample Graph

Time On-Task

0

10

20

30

40

50

60

70

80

90

100

Sessions

%

Series1 84.6 82.3 76.9 85.7 100 86.6 82.3 85

Series2 46.1 35.2 69.2 50 50 33.3 52.9 65

1 2 3 4 5 6 7 8

Baseline 1InterventionB-2

M.C

Terminology Terminology continued…continued…

Intervention:Intervention:

What is an IAT/BLT??What is an IAT/BLT?? A) A system for providing assistance in A) A system for providing assistance in

identifying areas of concern, developing identifying areas of concern, developing a hypothesis to address the concern, and a hypothesis to address the concern, and creating a plan to improve student creating a plan to improve student performance.performance.

B) A system for tracking the success of B) A system for tracking the success of student interventions.student interventions.

C) Embedded professional development C) Embedded professional development for those involved in the process.for those involved in the process.

D) A positive, problem-solving process to D) A positive, problem-solving process to help students and expand the tool box of help students and expand the tool box of ideas to address current and future ideas to address current and future problems.problems.

IAT/BLT’s are not…IAT/BLT’s are not…

1) …intended to dictate 1) …intended to dictate interventions to teachers or tell interventions to teachers or tell them how to run their classrooms.them how to run their classrooms.

2) …intended to simply serve as 2) …intended to simply serve as ‘hoops’ which much be jumped ‘hoops’ which much be jumped through to have students tested through to have students tested for special education placement.for special education placement.

Why are we doing Why are we doing this??this??

Interventions are being done in Interventions are being done in the classroom everyday. One goal the classroom everyday. One goal of the IAT process in to strengthen of the IAT process in to strengthen our ability to make data-based our ability to make data-based decisions. By maintaining data on decisions. By maintaining data on the interventions we already do, as the interventions we already do, as well as the ones we decide to well as the ones we decide to implement as a result of the IAT implement as a result of the IAT process, we will be able to more process, we will be able to more efficiently deliver the level of efficiently deliver the level of assistance our struggling students assistance our struggling students need.need.

Why are we doing this?Why are we doing this?

• Add stuff about IDEA mandateAdd stuff about IDEA mandate

• Also goal of keeping kids in Also goal of keeping kids in classroom that can succeed if only classroom that can succeed if only they get the right levels of they get the right levels of support rather than put them in support rather than put them in special ed (look for wording in special ed (look for wording in RTI literature).RTI literature).

Forms??Forms??

• Scan some of the district forms Scan some of the district forms in??in??

• What are we doing to support What are we doing to support this?this?

• Intervention library—etc.Intervention library—etc.

Z.T.’s IAT ProcessZ.T.’s IAT Process#1) Start a folder specific to #1) Start a folder specific to

the intervention process for all the intervention process for all relevant paperwork (including relevant paperwork (including referral problem, interventions referral problem, interventions conducted, charting, conducted, charting, homework/class work samples, homework/class work samples, R-PAS scores, and any other R-PAS scores, and any other work/relevant information work/relevant information related to the student.related to the student.

Z.T. IAT Process Z.T. IAT Process Continued…Continued…

#2) With fellow grade #2) With fellow grade level teachers, identify level teachers, identify specific problem the specific problem the student in question is student in question is having and brainstorm having and brainstorm an appropriate, an appropriate, research-based research-based intervention. intervention.


**NoteNote: The : The parent/guardian must be parent/guardian must be informed by phone or informed by phone or written notice of the written notice of the intervention process. Refer intervention process. Refer to the IAT paperwork to the IAT paperwork packet for the appropriate packet for the appropriate forms.forms.


#3) Fill out #3) Fill out Referral to Referral to Intervention Assistance Intervention Assistance Team (IAT)Team (IAT), , Documentation Documentation of Interventionsof Interventions form, and form, and include any supporting include any supporting documentation (i.e., student documentation (i.e., student work samples). The IAT will work samples). The IAT will review this paperwork at its review this paperwork at its next meeting.next meeting.


Interventions are to be Interventions are to be specific and measurable and specific and measurable and must be graphed for the 6 must be graphed for the 6 to 8 weeksto 8 weeks(min. 3 weeks baseline & 3 (min. 3 weeks baseline & 3 weeks intervention). This weeks intervention). This should demonstrate a ‘cause should demonstrate a ‘cause and effect’ of the and effect’ of the intervention—or lack intervention—or lack thereof, if you will. thereof, if you will.


#4) If the intervention is working, #4) If the intervention is working, then continue. If the intervention then continue. If the intervention is not working after the time of 6 is not working after the time of 6 to 8 weeks, bring the student to 8 weeks, bring the student back up to your fellow teachers to back up to your fellow teachers to research another intervention to research another intervention to be used. Then, if the second be used. Then, if the second intervention does not work, then intervention does not work, then submit to the IAT/BLT.submit to the IAT/BLT.

Zane Trace’s IAT Process

Initial

Referral Meeting

Follow-up

Intervention not Working

[Brainstorm new Intervention to try]

Follow-up

Intervention Working

[STOP]

If problems resurface, referring teachers ask for student to be placed on

agenda again.

Follow-up

Intervention not Working

[Brainstorm new Interventions to try]

Follow-up

Interventions Working

[STOP]

Follow-up

Data indicates concerns require a referral to special ed. for MFE

Follow-up

Intervention Working

[STOP]

Intern intervention assistance team powerpoint

Education

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