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

2. 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)

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

4. 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

5. 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

6. 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.

7. 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?

8. 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

9. 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

10. Interventions Are Designed to Improve Skill Development and/or Behavior

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

12. 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

13. 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

14. 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 .

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

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