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Feb 24, 2016
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What is (RtI)? Establishes a comprehensive
assessment and intervention process to support students in need of academic and behavioral supports.
Reveals the Multi-tiered 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!
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ARD• Students with disabilities
504• Suspected of having a disability
RtI• Opportuni
ty-rich
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Assessment
•Universal Screening •Progress Monitoring
Tiered Instruction
•Tier I•Tier II•Tier III
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Assessment
•Universal Screening •Progress Monitoring
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Universal Screener Characteristics
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Administered three times per year Yields disaggregated data Identifies at-risk students
Possible Data Instruments14
Istation Overage reports Excessive absences Office referrals Benchmark/Common assessments Curriculum embedded assessment ?
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No data point stands alone.
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Schoolwide Screening17
Jefferson Elementary School Page 5.4
Confirm a practice
Stop a practice
Start a practice
Consider a practice
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I. Level of Learning
II. Rate of Learning
Dual Discrepancy20
Level of learning Rate of learning
Is the student deriving similar education benefit from the same classroom as nondisabled peers?
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Requires accumulation
of data
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Progress Monitoring30
Dalton Gardens Elementary School Page 5.7
Confirm a practice
Stop a practice
Start a practice
Consider a practice
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Tiered Instruction
•Tier I•Tier II•Tier III
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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
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
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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 SpecialEducation?
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Discontinue
Continue
Change
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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.
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Ready-to-go
No IAT Scripted
Requires planning
IAT Required
Problem Solving
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Curricular
Conflict
Curricular
Coordination
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IAT Chairperson’s Responsibilities
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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.
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Discontinue
Continue
Change
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Tips for Fidelity54
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
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Tiered Service Delivery56
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
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Parent Referrals58
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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
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