1

2

3

4

5

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!

8

ARD• Students with disabilities

504• Suspected of having a disability

RtI• Opportuni

ty-rich

9

Assessment

•Universal Screening •Progress Monitoring

Tiered Instruction

•Tier I•Tier II•Tier III

10

Assessment

•Universal Screening •Progress Monitoring

11

12

Universal Screener Characteristics

13

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 ?

15

No data point stands alone.

16

Schoolwide Screening17

Jefferson Elementary School Page 5.4

Confirm a practice

Stop a practice

Start a practice

Consider a practice

18

19

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?

21

22

26

27

28

Requires accumulation

of data

29

Progress Monitoring30

Dalton Gardens Elementary School Page 5.7

Confirm a practice

Stop a practice

Start a practice

Consider a practice

31

32

Tiered Instruction

•Tier I•Tier II•Tier III

33

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

36

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?

40

Discontinue

Continue

Change

41

42

43

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

47

Curricular

Conflict

Curricular

Coordination

48

IAT Chairperson’s Responsibilities

49

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.

52

Discontinue

Continue

Change

53

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

55

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

57

Parent Referrals58

59

65

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

67