Date 00002014 Presenter First and last name Title The Intervention Assistance Team IAT and RtI Building a Healthy System for Student Success Interventions Office Dr Natalie Blasingame Dr Jennifer D Montgomery ID: 767938
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Date: 00/00/2014Presenter:First and last nameTitle The Intervention Assistance Team (IAT) and RtI: Building a Healthy System for Student Success Interventions Office Dr. Natalie Blasingame Dr. Jennifer D. Montgomery Dr. Albert DuPont Ms. Leslie Smith, Travis ES Ms. Mary Oliver, Travis ES Ms. LaDale Lamb, Johnston MS Ms. Danyetta Godwin, Johnston MS June 14, 2016
Looking at your data: Who are you concerned about?Which students are your top concerns? How do you know, or how will you find out? (Find Your 20)What was done systematically for them this year? Did you get the results you expected or hoped for?2
SESSIONS GOALS Understand the pillars of an effective Intervention Assistance Team (IAT) and how it facilitates the Response to Intervention (RtI) process Learn about best practices and local examples of IAT/RtI in actionEvaluate your current practice and develop goals for improvementDevelop an action plan to begin implementing and monitoring systematic interventions and wrap-around services for struggling studentsConversation about your next leadership move… 3
Big Picture: What is RtI/MTSS/IATAcademic and Behavioral interventions: reciprocal relationshipEvery Student Succeeds Act (ESSA), Dec. 2015:School-wide tiered system of supportsTargeted assistance to students without reference to LD IDCoordinates multiple services to prevent and address problem behaviors and academic supports such as literacy services, ELL services, etc4
VIDEOAs you watch the video, think about what works and what doesn’t work for this campus team.5
Rate the VIDEO TEAM Create a T-chart: What worked? What didn’t work?6Worked Didn’t work
Campus Best-Practices Johnson MS- SecondaryTravis ES- Elementary 7
Travis ElementaryPresenters:Leslie Smith, M.Ed., NCC, LPCIAT CoordinatorMary OliverSpecial Education Department Chair
Steps to the IAT ProcessTier 1Universal ScreenerMonitor progress for Tier 1 interventionsDiscuss in PLCDocument interventions in ChanceryTier 2Implement Tier 2 interventions and monitor progressDiscuss in Grade Level Support MeetingDocument in ChanceryTier 3IAT Meeting Teacher Specialist or Interventionist will start Tier 3 interventions and monitor progressDocument in Chancery If interventions are not successful, the IAT Team will discuss if a Special Education evaluation is appropriate
IAT MeetingThe IAT committee will meet to discuss the status of the child and work together to find ways to promote the student’s success. The committee focuses on high-level classroom instruction that is appropriate to meet the changing needs of individual students.The Committee: IAT Coordinator, Administrators, Teacher(s), Reading and/or Math Specialist, and Parents / GuardiansTeachers are asked to bring any data they have for the student and have documentation in Chancery.Agenda5 minutes: Identify concerns5 minutes: Discuss previous interventions and outcomes10 minutes: Discuss next steps (new intervention plan, moving to SPED testing)
InterventionsInterventions need to be appropriate and meet the needs of the students. Interventions need to meet the criteria for each Tier.Interventions should increase in intensity, frequency, and duration.
Data and Progress MonitoringRemember 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, we will have the information needed show that a referral to diagnose a disability is warranted.
Data and Progress MonitoringProgress monitoring tools should measure the intervention.Consider writing a measurable goal to focus the instruction and data keeping.Why? Goals focus both instruction and data to be collected.Vague Examples: The student will improve her reading.The student will correctly solve math problems.
Data and Progress MonitoringSpecific 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.
Data and Progress MonitoringSpecific Goal Examples (cont.): After 6 weeks when reading independent level texts, the student will find evidence in the text to support main idea and details with 80% accuracy.After 9 weeks the student will solve two digit subtraction with regrouping with 75% accuracy.After 6 weeks the student will read 40 of 50 1st grade high frequency words in the context of a sentence. 15
Progress monitoring for interventions – Done every 2 to 3 weeksWhy? This gives us one important piece of data to determine if interventions are working, if we need to modify the intervention, or if a referral is appropriate Data and Progress Monitoring
Data and Progress MonitoringData Sheets – How we track all studentsWhy? We are trying to make it as simple as possible for teachers to collect the data that tells us if the student has made progress.Collect data while working with the student either by making notes on a post it note and including the notes in the folder to be entered later or by writing directly on the data sheet.Include:GoalType of intervention (Content not just setting)Dates of instructionResults of daily informal formative assessmentsResults of weekly or bi monthly formal but short assessments.
Data and Progress MonitoringData Sheets (cont.):Collect data while working with the student either by making notes on a post it note and including the notes in the folder to be entered later or by writing directly on the data sheet.Include:GoalType of intervention (Content not just setting)Dates of instructionResults of daily informal formative assessmentsResults of weekly or bi monthly formal but short assessments.18
Data and Progress MonitoringThe end result of this process is that we have easily available, accurate data to direct interventions and include on Chancery reporting. This data will be clear to future teachers and useful to a diagnostician.
ChanceryTraining for teachers at the beginning of the year and assistance throughout the school year with documenting interventions.3 Questions 1. What is the concern? 2. What specific interventions are you doing to address the concern? 3. What was the outcome of the interventions? (Progress Monitoring)
Johnston Middle SchoolLa Dale WebsterDanyetta Godwin21
Pillars of IAT/RubricSchool-wide Data Review/ Universal ScreeningProgress Monitoring Problem SolvingScripted InterventionsReferrals 22
RtI InfrastructureDr. Albert P. DuPont23
QuestionsWhat are the big themes from this presentation?How might these structures look in my school?What are some best practices that my school staff should work toward in our journey?
Pain PointsToo many students to handle as a school-wide team at onceComments like “Let the reading specialist take him and fix him.” or “She’s not my kid so it’s not my problem.”Students were not being caught at the exact moment they failedSpecialists (e.g., special education teacher, administrator, counselor, parent) were being blind sided when students were failing and no one knewThere were no systems and no interventions for students
RTI Infrastructure
Intervention Problem-Solving Infrastructure*Special education identification is NOT the end goal of the RTI process. However, it must be taken into consideration when working through the intervention process.
Teacher Level Process
Grade Level Process
IAT Level Process
SPED Level Process*Special education identification is NOT the end goal of the RTI process. However, it must be taken into consideration when working through the intervention process.
QuestionsWhat are the big themes from this presentation?How might these structures look in my school?What are some best practices that my school staff should work toward in our journey?
District tools IAT TimelineDecision-making chartRtI PyramidRoles and Responsibilities RubricsAction Plan/School Improvement Planhttp://www.livebinders.com/play/play?id=2004333http://www.houstonisd.org/Domain/3924733
Action planning/SIPWhat are your next steps?Teams: Campus or like-level Part of School Improvement Plan37
Sharing of action plans (next steps)38
Next stepsWhat support do you need?Professional developmentIndividualized campus support Questions answered39
Contact and Support InformationDr. Natalie Blasingame, Asst. SuperintendentInterventions Officenblasing@houstonisd.orgDr. Jennifer D. Montgomery, RtI ManagerInterventions Officejmontg10@houstonisd.org http://www.houstonisd.org/Domain/39247 40
Contact InformationDr. Albert P. DuPont301-613-7568albert@i-leadershipsolutions.com
Date: 00/00/2014Presenter:First and last nameTitle THANK YOU