Intervention Assistance Team and - PowerPoint Presentation

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Intervention Assistance Team and

Response to InterventionSlide2

Our Purpose

Help our students

Organize the ways you help our students a bit better and ensure no students slip through the cracks Help coordinate the efforts of multiple committees to look at students in a cohesive, systematic way, taking into consideration the varying purposes at the elementary and secondary levelsBring everyone’s best thinking to the table so that interventions/supports address the whole child

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Agenda

What are the IAT and

RtI?How does the IAT facilitate the RtI process?What are some tools for an effective IAT and implementation of the RtI process?What is the process for identifying and providing intervention?What are some student intervention resources for

RtI:A

& RtI:B, and where can you find them?How and when do you make a referral to special education?What are your next steps?

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Activate schema: Myth busters

IAT is a function of

(general/ special) education. Choose one.IAT meetings are only held in the spring semester.All students start at Tier 1 at the beginning of the school year.IAT addresses only academics.Students being considered for Section 504 are required to go through IAT.4Slide5

Myth Busters

RtI

is required for a special education referral.Students suspected of dyslexia must go through tiers of intervention.Istation is the sole determinant for reading intervention at the elementary level.Evaluation specialists can only get involved at Tier III.Most students receiving intervention are referred to special education.IAT can contact a student’s physician.5Slide6

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HISD School guidelines

http://www.houstonisd.org/Page/33269Slide7

TEA: RtI tools

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Federal perspective: ESSA

Every Student Succeeds Act (ESSA),

Dec. 2015:School-wide tiered system of supportsTargeted assistance to students without reference to LD Identification Coordinates multiple services to prevent and address problem behaviors and academic supports such as literacy services, ELL services, etc.8Slide9

ESSA Accountability: IT’s Not Just Students on the Bubble

“The final regulations provide states with

flexibility in their indicators to recognize the academic achievement of all students, including those who have not yet reached proficiency or that have attained advanced levels, to reduce the focus solely on students “on the bubble” at the exclusion of others.ESSA Fact Sheet, 11/28/16 ESSA Fact Sheet: Accountability: It's Not Just Students on the Bubble9Slide10

Campus vision and goals

School Improvement Plans, SDMC Minutes, Appraisal Goals, PLC Agendas, Professional Development sessions, Assessment programs….

What do they all have in common? GOAL OF IMPROVING ACADEMIC ACHIEVEMENT 10Slide11

DISTRICT VISION AND GOALS

Global Graduate Profile

All students reading on grade level Equity of opportunity for every student to achieve their full potential 11Slide12

The WHY?

The IAT and RtI are how a school organizes all of its efforts to achieve these goals

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Definitions

What is IAT?

What is RtI? (RtI:A and RtI:B) 13Slide14

What is IAT?

Intervention Assistance

TeamProblem-solving focusIntervention is the goalMultidisciplinary to bring diverse solutions Coordinates interventionsFacilitates the RtI process 14Slide15

What is RtI? (

RtI:A and RtI:B

) Process for delivering scientifically based instruction and interventions to facilitate student learning of academics (A) and behavior (B) Belief that all children can be taught using high-quality instruction in the general education settingIntervention occurs early when learning and behavior problems are small using universal strategies To meet student academic and behavioral needs we apply graduated levels of interventions (tiers)Progress is monitoredAll decisions are data-based 15Slide16

The five pillars of RtI

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Intervention Assistance Team

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What Does the IAT do?

Coordinates a series of tasks to facilitate the

RtI processUniversal screeningsProgress monitoringSchool-wide data review to trigger the intervention processAcademic and behavioral interventionsFacilitates all referrals for Section 504 and special educationIncludes students who do not need interventions firstSlide19

IAT meetings

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Who should be on the

iat?

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Characteristics of Strong Processes

Meeting Norms are honored

Collection of meaningful dataCulture of collaboration between programsGuaranteed and viable strategies and supports are availableThere is a process to measure progressSlide22
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I

at

and

rti

timeline-

hisd

Slide26

Tools for

iat

Interventions Office WebsitePD sessionsFormsLinksTools/Rubrics Handout 26Slide27

What is

rti?: Essential components

27ScreeningSchoolwide, multi-level instructional prevention system: Primary (Tier1)Secondary -(Tier 2)Tertiary (Tier 3)Progress monitoringData-based decision making for:Instructional decision making

Movement within the multi-level system

Disability identification (in accordance with state law)

Evaluating the effectiveness of the interventionSlide28

RtI: Problem Solving

(Elementary)

Assessment

80%

15%

5%

Interventions

Universal Screening

Progress Monitoring

Progress Monitoring

Diagnostics

Progress Monitoring

Diagnostics

Grade Level

Instruction/ Support

Student Instructional Level

Supplemental Interventions

90 min per week additional

Student Instructional Level

Supplemental Interventions

120 min per week additionalSlide29

MTSS/RtI: Problem Solving (Secondary)

Assessment

80%

15%

5%

Interventions

Universal Screening

(Up to 9

th

Grade)

Progress Monitoring

Diagnostics

Progress Monitoring

Diagnostics

Grade Level

Instruction/ Support

Student Instructional Level

Supplemental Interventions

Additional Instruction during Scheduled Class Period

Student Instructional Level

Supplemental Interventions

During Scheduled Class PeriodSlide30

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Response to Intervention

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Universal Screening

On-going assessmentSlide32

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Tier II

a student does not need to advance through each tier of RTI before a referral is made.Slide33

RtI

and IAT. . . .

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IAT and/or

Referral

Referral

Referral

Referral

Referral

IAT and/or

IAT and/or

IAT and/or

IAT and/or

Interventions

Interventions

Interventions

InterventionsSlide34

Response to intervention

Remember our

RtI goal is to close gaps in student learning and behavior, modify our interventions in response to student progress, and show that those gaps have been closed.34Slide35

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Video Resources from Experts Slide36

Question

“If

an educator keeps us

i

n

g the same strateg

i

es

o

v

e

r and

o

v

er

a

n

d

t

h

e

s

tud

e

n

t

k

eeps

f

a

i

l

i

n

g,

Who really

i

s

th

e

slow

learner?

”

Michael R

e

tti

g

P

r

of

e

sso

r

,

Emer

i

tus

Jam

e

s

M

ad

i

son Un

iv

er

s

i

ty Slide37

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RTISlide38

District Philosophy

The 1

st intervention is always effective classroom instruction and classroom management which yield high rates of academic engagement.The teams always use the model of problem solving-consultation- instruction/intervention Slide39

Applying the principles to your campus

Where do I start?

Dive in with identifying students for tiers of support 39Putting it together on your campus in your contextSlide40

Steps to the IAT Process

Tier 1

Universal ScreenerMonitor progress for Tier 1 interventionsDiscuss in PLCDocument interventions in ChanceryTier 2

Implement Tier 2 interventions and monitor progress

Discuss in Grade Level Support Meeting

Document in ChanceryTier 3IAT Meeting Teacher Specialist or Interventionist will start Tier 3 interventions and monitor progress

Document in Chancery

If interventions are not successful, the IAT Team will discuss if a Special Education evaluation is appropriateSlide41

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Universal Screener*

Progress Monitoring*

*Handout

Who is in tier I?Slide43

Example . . .

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Example . . .

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TIER I Core instruction and

univeral

InterventionsCore instruction (academic/behavior): ongoing for all studentsFoundationUniversal interventionsDifferentiated instruction and early interventionPeriodic assessment to monitor growth80%+ students successful Slide46

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1. _______________________________________________________________________________

2. _______________________________________________________________________________

3

. _______________________________________________________________________________

1. _______________________________ 2. ______________________________

3. _______________________________

1. _____________________________

2. _____________________________

3. _____________________________

IAT

Tier 3

Tier 2

Universal Screening

Progress-monitoring

______________________________

______________________________

______________________________

1. ______________

2. ______________

3. ______________

Tier ISlide47

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1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

1. _______________________________ 2. ______________________________

3. _______________________________

1. _____________________________

2. _____________________________

3. _____________________________

IAT

Tier 3

Tier 2

Progress-monitoring

______________________________

______________________________

______________________________

1. ______________

2. ______________

3. ______________

Universal ScreeningSlide49

Tier II Interventions

Supplemental

instruction/interventionIn addition to Tier I, core instructionComplement Tier I instruction (alignment)Small groups: 3-6 students, homogeneousClassroom teacher or interventionist

Progress monitoring

10-15

% studentsSlide50

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1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

1. _______________________________ 2. ______________________________

3. _______________________________

1. _____________________________

2. _____________________________

3. _____________________________

IAT

Tier 3

Tier 2

Universal Screening

Progress-monitoring

______________________________

______________________________

______________________________

1. ______________

2. ______________

3. ______________

Tier 2Slide51

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Progress Monitoring for Literacy goal

What is your goal?

How will you measure it?Specific Goal Examples: After 6 weeks of practice analyzing the clues in the word problem, the student will explain why they chose the correct operation to solve the problem in 4 of 5 opportunities.After 6 weeks, the student will begin 3 of 4 assignments within 2 minutes of the instruction being given.After 9 weeks, the student will be reading at a DRA level 12.52Slide53

Progress Monitoring for

a Literacy

goalLiteracy Examples:Istation: monthly and on-demand assessmentsRunning recordsFluency assessmentAnecdotal recordsCommon assessmentsCurriculum-based assessmentsHUB assessments

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1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

1. _______________________________ 2. ______________________________

3. _______________________________

1. _____________________________

2. _____________________________

3. _____________________________

IAT

Tier 3

Tier 2

Universal Screening

Progress-monitoring

______________________________

______________________________

______________________________

1. ______________

2. ______________

3. ______________

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I. Level of Learning

II. Rate of LearningSlide57

Intensifying Instruction

Time

Group sizeContentHigh-yield strategiesTargets students’ strengths and areas for growthExplicit, systematic instruction57Wanzek

, 2015Slide58

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Tier III Interventions

Intensive, individualized, specialized interventions

In addition to Tier I, core instructionSmall groups, one-on-one instruction: 1-3 studentsOften interventionistProgress monitoring5-10% studentsSlide60

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1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

1. _______________________________ 2. ______________________________

3. _______________________________

1. _____________________________

2. _____________________________

3. _____________________________

IAT

Tier 2

Universal Screening

Progress-monitoring

______________________________

______________________________

______________________________

1. ______________

2. ______________

3. ______________

Tier 3Slide61

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Resources for IAT and

RTI:B and RTI:A

62Tools for Managing Problem

Behaviors

Goalbook

Access RequestSlide63

Resources for

IAT and RTI:A

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A Few Resources for Wrap-around services

Bea Marquez, Dropout Prevention

Truancy law: refer to counseling and/or social services Community Youth Services (CYS) Directory HISD Family and Community Engagement (FACE) Resource Guide for Schools Family and Community Service Agency Partners Student Case Workers: case management, brainstorm with IAT (list per campus) Coordination with Graduation Support Committee64Slide65

A Few Resources for

RTI:A

MindPlay for foundational literacy (cost)APEX Tutorials (see handout, table)Ascend Math (pilot available) NWEA MAP math screener, diagnostic assessment, and Skills Navigator (cost)What others are you using with success? 65Slide66

Iat

decision making and documentation

Remember our RtI goal is to close gaps in student learning, modify our interventions in response to student progress, and show that those gaps have been closed.If progress is not happening at the rate or level expected, we need to document our problem-solving process and determine if a referral to diagnose a disability is warranted. 66Slide67

Students suspected of a developmental delay, health condition, vision impairments, hearing impairments or an intellectual disability are most likely not good candidates for the RTI process. These students can be referred for special education evaluation without first attempting RTI

.

Progression through tiered intervention is not required in order to begin the identification of dyslexia. (The Texas Dyslexia Handbook, 2014, p. 14)67When the IAT doesn’t go through RTI Slide68

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What is your goal?Slide69

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Can be used as an artifact in teacher appraisals

Can be used as a formal and central document in parent meetings

Allows interventions to electronically travel between HISD schools

Allows interventions to

roll into the next

year.

Receiving

teachers should always

be aware

of the prior

teachers’

interventions

Serves as the teacher component of IAT

paperwork.

Other Benefits of the

rTi

/PGP chancery tool Slide71

Making a referral

When?

Existing data indicate a possible disability condition existsDocumented classroom interventions have not produced expected outcomesBy whom?

Anyone

who knows or suspects a child presents with a disability

- Parent/guardian- Teacher or school staff- Certified service provider

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Making a referral

What data to submit?

Assessment dataIntervention informationWork samplesAnecdotal notesBehavior charts (if applicable)External reports (if any)Any other helpful informationWho processes referrals?

Campus IAT together with campus evaluation team member(s) review and answer all referrals

The

RtI process should not be used to defer or delay the processing of a referral

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Making a referral

When may referrals not be appropriate?

Student has lacked appropriate instruction in reading and/or math Student is an English language learner with primarily culturally- or linguistically-based language acquisition difficultiesStudent has had extended absences Student has had repeated change of schools

Student has had an inconsistent or inappropriate educational

program

When must a referral be made immediately?Existing data indicate a possible condition that requires specialized services Examples: autism

, blind, deaf, stuttering,

dyslexia

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More information on the referral process

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http://hisdoses.wikispaces.com/Referral+for+Initial+EvaluationSlide75

Case Study 1: lily Lu

Work in groups of 3

Read Lily’s Student Profile Chart With the help of the Top Ten IAT Questions, complete an action plan worksheet for Lily 75Slide76

Case Study 2: Jimmy Johnson

Work in groups of 3

Read Jimmy’s Student Profile Chart With the help of the Top Ten IAT Questions, complete an action plan worksheet for Jimmy 76Slide77

IAT Next Steps

What next steps will you take to develop your IAT?

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RTI Next Steps

What next steps will you take to develop the 5 pillars of RTI?

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Help is Available!

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IAT FAQ coming soon (http://www.houstonisd.org/Page/137095)Access information on the district’s Response to Intervention (RtI) initiatives at http://www.houstonisd.org/Page/137095All Special Education Referral Forms (excluding Chancery Reports) are located at the Special Education Operating Guidelines

Website

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Help is Available!

Interventions Office personnel

Campus behavior coordinatorsCampus dyslexia interventionists, instructional specialists, teacher development specialistsMultilingual program specialistsHUB resourcesCurriculum Department/content-area specialistsDiagnosticians, LSSPs, and Special Education program specialists assigned to campus80Slide81

Contacts

Natalie Blasingame, Ed.D.

Assistant Superintendent for Academic Interventions (713) 556-7122 nblasing@Houstonisd.orgMary Miner Program

Manager, (713)

556-7122

mminer@houstonisd.orgShuk Wa Wong, PhD

Sr. Manager, Special Education

(713) 434-4717

swong

@houstonisd.org

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Exit slip

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