IATs and RTI What kind of “evidence” and information do we need to bring to meetings?

Why do we keep talking about RTI when we have IAT meetings if we’re not trained in it? RTI – Response to Intervention Fancy terminology for – reteaching and trying other methods when students “don’t get it” at first IDEA ’04 says: “…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible” (20 U.S.C. 1400(c)(5)(E)) IDEA – focus is on providing services in the least restrictive environment In other words – We should be doing more interventions as we are teaching using our core instructional materials and supplemental materials Flexible grouping ideas from a few years ago Don’t panic – we’re not there yet (Using everyday math ideas of spiral teaching)

What Is RtI? “An ongoing process of using student performance and other data to guide instructional and intervention decisions”

3 Tiers of interventions The RTI model Tier 1: 80% - 90% Quality Classroom Instructional interventions/core instruction Tier 2 : 5% - 10% Supplemental intervention in small homogeneous groups in addition to classroom instruction Tier 3 : 1% - 5% Specific INTENSE Intervention 3 Tiers of interventions The RTI pyramid

The theory behind RTI Begin with classroom interventions. Several Tier 1 interventions should be tried. Increase the length and intensity of the interventions when one layer of interventions doesn’t work. ETR would not occur till we have reached tier 3

Till we learn RTI – What do we do? Use the materials you currently have in the Treasures Reading series and Everyday Math Do more frequent, smaller assessments if possible to help determine who needs added instruction Whenever you do extra teaching or additional lessons with individuals or small groups to help them understand a concept they didn’t get the first time – keep record of it.

So what do we need for an IAT? Basic learning levels for reading and or math Comparisons – how does this students levels compare to the class? What have you tried? How long or how often did you try it? How did it work?

The IDEAL Problem Solving Process • I - Identify the Problem • D - Define the Problem • E - Explore Intervention Options/Make a Plan • A - Act on the Intervention Plan • L - Look at Results

The “Problem” Definition What is Expected – Actual Performance --------------------- = Problem Expectation: Johnny should read 60 WPM with 0 Errors Current Performance: Johnny reads 33 WPM with 5 Errors Problem: “27 WPM and 5 errors” Problem Solve: How do we close the gap? Example

Interventions Are Designed to Improve Skill Development and/or Behavior

A Possible Intervention Strategies Mentors Course on study skills After school help/tutor Student tutor Parent partners Classwide peer tutoring Special software

What type of intervention A student’s response to intervention…. ….gives us important information How much does it help? What type of intervention How much intervention What works What doesn’t work

Accommodations: Changes to the “How” An accommodation is a change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills. Accommodations do not change the instructional level, content, or performance criteria for meeting the standards. 504’s often use accommodations vs. IEP’s which are more likely to use modifications

Types of Accommodations Size or length of assignment Time allowed Level of Support Read aloud Reminders Manipulatives Calculators Deschenes, C., Ebeling, D.G., & Sprague, J. (1994). Adapting curriculum and instruction in inclusive classrooms: A teacher’s desk reference. Bloomington, IN: Indiana University .

New forms to be used for IAT record keeping Notice that the form includes date of next meeting to discuss interventions tried

Special thanks to Douglas Felt, School Psychologist for information on many of the slides in this PowerPoint