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Published byMargaret Wilkerson Modified over 9 years ago
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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.
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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!
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8 ARD Students with disabilities 504 Suspected of having a disability RtI Opportunity- rich
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9 Universal Screening Progress Monitoring Assessment Tier I Tier II Tier III Tiered Instruction
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10 Universal Screening Progress Monitoring Assessment
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Universal Screener Characteristics 13 Administered three times per year Yields disaggregated data Identifies at-risk students
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Possible Data Instruments 14 Istation Overage reports Excessive absences Office referrals Benchmark/Common assessments Curriculum embedded assessment ?
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15 No data point stands alone.
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Schoolwide Screening 17 Jefferson Elementary School Page 5.4 Confirm a practice Stop a practice Start a practice Consider a practice
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19 I. Level of Learning II. Rate of Learning
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Dual Discrepancy 20 Level of learning Rate of learning Is the student deriving similar education benefit from the same classroom as nondisabled peers?
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28 Requires accumulation of data
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Progress Monitoring 30 Dalton Gardens Elementary School Page 5.7 Confirm a practice Stop a practice Start a practice Consider a practice
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32 Tier I Tier II Tier III Tiered Instruction
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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
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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
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36 Ready- to-go No IAT Scripted Requires planning IAT Required Problem Solving
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Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Problem- Solving
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Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Scripted
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Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Where is Special Education?
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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.
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45 Ready- to-go No IAT Scripted Requires planning IAT Required Problem Solving
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47 Curricular Conflict Curricular Coordination
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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
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Behavior Severe Cognitive Deficits Limited English Proficiency Health Cultural & Economical Factors Visual, Hearing & Motor EXCLUSIONARY FACTORS
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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.
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Tips for Fidelity 54 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
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Tiered Service Delivery 56 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
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Parent Referrals 58
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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
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