The Intervention Assistance Team (IAT) and RtI: Building a ...

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 Date: 00/00/2014 Presenter: First and last name Title 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 action Evaluate your current practice and develop goals for improvement Develop an action plan to begin implementing and monitoring systematic interventions and wraparound services for struggling students Conversation about your next leadership move 3 Big Picture: What is RtI/MTSS/IAT Academic and Behavioral interventions: reciprocal relationship

Every Student Succeeds Act (ESSA), Dec. 2015: School-wide tiered system of supports Targeted assistance to students without reference to LD ID Coordinates multiple services to prevent and address problem behaviors and academic supports such as literacy services, ELL services, etc 4

VIDEO As you watch the video, think about what works and what doesnt work for this campus team. 5 Rate the VIDEO TEAM Create a T-chart: What worked? What

didnt work? Worked Didnt work 6 Johnson MS- Secondary Travis ES- Elementary CAMPUS BEST-PRACTICES 7

Presenters: Leslie Smith, M.Ed., NCC, LPC IAT Coordinator Mary Oliver Special Education Department Chair TRAVIS ELEMENTARY Steps Steps to the IAT Process

Tier 2

Implement Tier 2 interventions and monitor progress Discuss in Grade Level Support Meeting Document in Chancery Tier 3

IAT 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 appropriate Action

Teacher collects data and documents interventions for 6-9 weeks. If the interventions are: Successful the teacher continues with those interventions (RTI process complete, but continue to monitor) Unsuccessful the teacher uses Chancery SMS to update RTI documentation The teacher will consult with other grade level teachers in a Grade Level IAT meeting (PLC). Grade Level IAT team will meet to discuss the concerns about the student. The IAT team will decide if current interventions should continue or will recommend additional Tier 2 Interventions.

Parent Contact is made RTI documentation via Chancery The teacher implements the Tier 2 interventions recommended by the Grade Level IAT team. Tier 2 (9 -12 weeks)

Universal Screener Monitor progress for Tier 1 interventions Discuss in PLC Document interventions in Chancery Process Teacher assess students previous years test data (Stanford, STAAR, I station, HFWE, etc.)

Teacher administers Pre-assessments/Diagnostics (Universal Screener) Teacher suspects a child may need extra help based on data Teacher will use Tier 1 interventions with student(s) identified Tier 1 (6 -9 weeks) Tier 1 Tier The teacher will work with the student while documenting progress. Progress

monitoring should take place every 2 3 weeks. At the end of 9-12 weeks, If the interventions are: Successful the teacher continues with those interventions (RTI process complete, but continue to monitor) RTI Unsuccessful the teacher will be prepared to discuss the student at documentation Grade Level Support Meeting. The teacher uses Chancery SMS to update via Chancery RTI documentation Parent Contact is made The classroom teacher continues with Tier I and Tier II interventions and documentation.

Teacher Specialist provide additional Tier 3 interventions. Tier 3 (12 -15 weeks) At the end of 12-15 weeks, the IAT team will decide to either: Go back to classroom interventions (Tier 2) Continue with Tier 3 Interventions Refer student for assessment RTI

If Referral is decided by the IAT Team, the teacher and Teacher Specialist will complete the RTI documentation in Chancery and a completed packet will be documentation via Chancery submitted to the districts Diagnostician. The Teacher and the Teacher Specialist will continue the interventions until testing is completed, a decision is made, and an ARD is held. If a student does not qualify for a specific program, Tier 3 interventions will continue. IAT Meeting The IAT committee will meet to discuss the status of the child and work together to find ways to promote the students

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 / Guardians Teachers are asked to bring any data they have for the student and have documentation in Chancery. Agenda 5 minutes: Identify concerns 5 minutes: Discuss previous interventions and outcomes 10 minutes: Discuss next steps (new intervention plan, moving to SPED testing)

Interventions Interventions 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 Monitoring 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, we will have the information needed show that a referral to diagnose a disability is warranted. Data and Progress Monitoring Progress 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 Monitoring 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. Data and Progress Monitoring Specific 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 Data and Progress Monitoring Progress monitoring for interventions Done every 2 to 3 weeks Why? 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 Sheets How we track all students Why? 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: Goal Type of intervention (Content not just setting) Dates of instruction Results of daily informal formative assessments Results of weekly or bi monthly formal but short assessments. Data and Progress Monitoring Data 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: Goal Type of intervention (Content not just setting) Dates of instruction Results of daily informal formative assessments Results of weekly or bi monthly formal but short 18 assessments. Data and Progress Monitoring

The 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. Chancery Training 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) La Dale Webster Danyetta Godwin JOHNSTON MIDDLE SCHOOL

21 Pillars of IAT/Rubric School-wide Data Review/ Universal Screening Progress Monitoring Problem Solving Scripted Interventions Referrals 22

Dr. Albert P. DuPont RTI INFRASTRUCTURE 23 Questions What 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 Points Too many students to handle as a school-wide team at once Comments like Let the reading specialist take him and fix him. or Shes not my kid so its not my problem. Students were not being caught at the exact moment they failed Specialists (e.g., special education teacher,

administrator, counselor, parent) were being blind sided when students were failing and no one knew There 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. Questions What 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 Timeline Decision-making chart

RtI Pyramid Roles and Responsibilities Rubrics Action Plan/School Improvement Plan http://www.livebinders.com/play/play?id=2004333 http://www.houstonisd.org/Domain/39247 33 Action planning/SIP What are your next steps? Teams: Campus or like-level

Part of School Improvement Plan 37 SHARING OF ACTION PLANS (NEXT STEPS) 38 Next steps What support do you need? Professional development

Individualized campus support Questions answered 39 Contact and Support Information Dr. Natalie Blasingame, Asst. Superintendent Interventions Office [email protected] Dr. Jennifer D. Montgomery, RtI Manager Interventions Office

[email protected] http://www.houstonisd.org/Domain/39247 40 Contact Information Dr. Albert P. DuPont 301-613-7568 [email protected] THANK YOU

Date: 00/00/2014 Presenter: First and last name Title

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