Assistance Team Procedures Iredell-Statesville Schools

EC Eligibility Non EC Students Plus S/L Students Referred by Assistance Team for Evaluation in : 51.8% Non EC Students Plus S/L Students Referred by Assistance Team for Evaluation in : 51.8% : 61.2% Improvement of 9.4% : 61.2% Improvement of 9.4% Our School Data** Our School Data** Goal 90%

Who/what is OUR A-Team? The goal of our A-Team is to focus on student progress and improvement. The goal of our A-Team is to focus on student progress and improvement. A-Team is no longer just a “gateway” to an EC evaluation. The focus is on the process. A-Team is no longer just a “gateway” to an EC evaluation. The focus is on the process. *****If your Team has done a mission statement or otherwise stated a Team goal, please include here.***** *****If your Team has done a mission statement or otherwise stated a Team goal, please include here.*****

The Relationship of the SSP, RtI & A-Team SSP form was revised to include much of the information previously included on the A-Team forms reducing redundancy. SSP form was revised to include much of the information previously included on the A-Team forms reducing redundancy. Tier I and Tier II paperwork will take the place of the SSP in the RtI pilot schools. Tier I and Tier II paperwork will take the place of the SSP in the RtI pilot schools. The Student Support Plan or Tier I and Tier II paperwork must be completed prior to moving to the A-Team process. The Student Support Plan or Tier I and Tier II paperwork must be completed prior to moving to the A-Team process.

Step 1 – Requesting an A-Team Meeting Contact your Chairperson Contact your Chairperson Parent notification form is sent home Parent notification form is sent home Verify that vision is current within 6 months Verify that vision is current within 6 months Request speech language/hearing screenings Request speech language/hearing screenings Observations are conducted Observations are conducted Previous evaluations (if any) are revisited Previous evaluations (if any) are revisited Completed SSP or Tier I/Tier II paperwork is attached to A-Team form Completed SSP or Tier I/Tier II paperwork is attached to A-Team form

Step 1 – Requesting an A-Team Meeting The student’s DATA brings them to A-Team. Pull together all relevant data to take to your A- Team meeting. For example: The student’s DATA brings them to A-Team. Pull together all relevant data to take to your A- Team meeting. For example: Cumulative folder Cumulative folder Work samples Work samples Office referrals Office referrals Grades Grades Any other relevant student data Any other relevant student data

Step 2 – 1st A-Team Meeting Identifying the Specific Area of Concern Focus will be on the specific academic or behavioral skill Focus will be on the specific academic or behavioral skill Tools to do this: Tools to do this: Examining current data and/or work samples Examining current data and/or work samples Using Curriculum Based Measures Using Curriculum Based Measures Using diagnostic tools Using diagnostic tools Language Arts Examples: Reading Rockets website Language Arts Examples: Reading Rockets website Math Example: Teacher Made Test, CBM Math Example: Teacher Made Test, CBM Behavior Example: Completing a Functional Behavioral Assessment Behavior Example: Completing a Functional Behavioral Assessment

Step 2 – 1st A-Team Meeting Determining Current Level of Functioning Objective and data-based. Objective and data-based. Avoid references to above or below “grade level.” Avoid references to above or below “grade level.” Ideally, should focus on what the student can and can not do in reference to the area of concern. Ideally, should focus on what the student can and can not do in reference to the area of concern.

Step 2 – 1st A-Team Meeting Select Data to Measure Progress Assessment data selected for baseline data and measuring progress must be the SAME throughout the process. Assessment data selected for baseline data and measuring progress must be the SAME throughout the process. If possible, incorporate an existing assessment method. If possible, incorporate an existing assessment method. May need to develop an assessment process. May need to develop an assessment process. If baseline data isn’t readily available – and it may not always be, especially with behavior - your Team may need to stop at this point and reconvene after baseline data is collected. If baseline data isn’t readily available – and it may not always be, especially with behavior - your Team may need to stop at this point and reconvene after baseline data is collected.

Step 2 – 1st A-Team Meeting Select Method to Progress Monitor A visual representation of data is required to assist with decision-making. A visual representation of data is required to assist with decision-making. Examples: Examples: Progress Monitoring Chart Progress Monitoring Chart Teacher-made charting system Teacher-made charting system “Comparable Data” is required “Comparable Data” is required Compare to class average (when available) Compare to class average (when available) Compare to selected group of students Compare to selected group of students Compare to average-performing student(s) Compare to average-performing student(s) Exception to “Comparable Data” requirement: Behavior may involve a “target” or “goal” for incidents, rather than a “class average.” Exception to “Comparable Data” requirement: Behavior may involve a “target” or “goal” for incidents, rather than a “class average.”

Step 2 – 1st A-Team Meeting Select an Intervention to Implement Strategies and remediation are the focus in SSP; interventions are the focus in A-Team. Strategies and remediation are the focus in SSP; interventions are the focus in A-Team. An A-Team intervention needs to be: An A-Team intervention needs to be: Research based Research based Designed to address a skill deficit Designed to address a skill deficit Instructional Instructional Implemented with fidelity Implemented with fidelity Challenges: Challenges: Who, When and Where? Finding Time, Space and Resources Who, When and Where? Finding Time, Space and Resources Must involve creativity and flexibility Must involve creativity and flexibility

Step 2 – 1st A-Team Meeting At the end of the first A-Team meeting you will leave with the following: At the end of the first A-Team meeting you will leave with the following: A way to progress monitor (the ONE assessment you’ll use consistently AND a way to chart the student’s progress) A way to progress monitor (the ONE assessment you’ll use consistently AND a way to chart the student’s progress) An intervention for the student An intervention for the student A date for your next A-Team meeting (usually 3 weeks) A date for your next A-Team meeting (usually 3 weeks)

Step 3 – 2 nd A-Team Meeting Review Progress & Document Results Review progress monitoring documentation. Review progress monitoring documentation. Discuss any factors that may have impacted data or student progress. Discuss any factors that may have impacted data or student progress. Examples: student illness or absences, weather delays/disruptions to instructional routine, or any other factors that may have impacted the implementation of the intervention. Examples: student illness or absences, weather delays/disruptions to instructional routine, or any other factors that may have impacted the implementation of the intervention.

Step 3 – 2 nd A-Team Meeting Decide What to Do Next Make an objective decision based on the student’s data. Make an objective decision based on the student’s data. Look for patterns in the data. Look for patterns in the data. If you’re seeing an upward trend, stick with it! If you’re seeing an upward trend, stick with it! Make sure you give it enough time. Make sure you give it enough time. Decision Options: Decision Options: Continue the intervention Continue the intervention Modify the intervention Modify the intervention Change to a new intervention Change to a new intervention Terminate the A-Team process Terminate the A-Team process

Step 4 – 3 rd A-Team Meeting Review progress monitoring documentation. Review progress monitoring documentation. Summarize the outcomes of the interventions and state a reason for the decision made. Summarize the outcomes of the interventions and state a reason for the decision made. Keep it objective and data-based. Keep it objective and data-based. Decision options: Decision options: Continue the intervention Continue the intervention Modify the intervention Modify the intervention Change to a new intervention Change to a new intervention Refer for an EC evaluation Refer for an EC evaluation Terminate the A-Team process Terminate the A-Team process Sign the A-Team paperwork Sign the A-Team paperwork

The Parent Referral Contrary to Popular Belief: Contrary to Popular Belief: A parent referral does NOT make the process easier; in fact, it becomes more complicated A parent referral does NOT make the process easier; in fact, it becomes more complicated A parent referral does NOT remove ANY of the required components necessary to determine eligibility for Exceptional Children’s services A parent referral does NOT remove ANY of the required components necessary to determine eligibility for Exceptional Children’s services A parent referral DOES create a necessity to perform various processes (SSP, A- Team interventions, evaluation) simultaneously in order to meet the 90 day timeline A parent referral DOES create a necessity to perform various processes (SSP, A- Team interventions, evaluation) simultaneously in order to meet the 90 day timeline

Parent Referral If a written parent request for testing is received, immediately give this to your A-Team chairperson. If a written parent request for testing is received, immediately give this to your A-Team chairperson. If a verbal request for testing is made, contact the A-Team chairperson to schedule a meeting with the parent to discuss parent concerns and determine next step actions. If a verbal request for testing is made, contact the A-Team chairperson to schedule a meeting with the parent to discuss parent concerns and determine next step actions.