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4. What is (RtI)?  Establishes a comprehensive assessment and intervention process to support students in need of academic and behavioral supports.  Reveals the Multi-systems of support available on your campus.

5. 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!

6. 6 ARD Students with disabilities 504 Suspected of having a disability RtI Opportunity- rich

7. 7 Universal Screening Progress Monitoring Assessment Tier I Tier II Tier III Intervention

8. 8 Universal Screening Progress Monitoring Assessment

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11. Universal Screener Characteristics 11  Administered three times per year  Yields disaggregated data  Identifies the problem  Ranks students  Ranks classrooms

12. Possible Data Instruments 12  Istation  Overage reports  Excessive absences  Office referrals  Benchmark/Common assessments  Curriculum embedded assessment  ?

13. 13 No data point stands alone.

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15. Schoolwide Screening 15  Jefferson Elementary School  Page 5.4 Confirm a practice Stop a practice Start a practice Consider a practice

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17. 17 I. Level of Learning II. Rate of Learning

18. Dual Discrepancy 18  Level of learning  Rate of learning  Is the student deriving similar education benefit from the same classroom as nondisabled peers?

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26. 26 Requires accumulation of data

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28. Progress Monitoring 28  Dalton Gardens Elementary School  Page 5.7 Confirm a practice Stop a practice Start a practice Consider a practice

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30. 30 Tier I Tier II Tier III Intervention

31. 31 Tier I All students Grouping as needed Teacher documents in Chancery Focus on core curriculum program 90 - 130 minutes per day Universal screener

32. 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

33. 33 Tier II Ratio 1:5 – 10 Homogenous grouping Teacher documents in Chancery Scripted/IAT Interventions 20–30 min. per day Weekly progress checks

34. 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

35. 35 Ready- to-go No IAT Scripted Requires planning IAT Required Problem Solving

36. Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Problem- Solving

37. Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Scripted

38. Progress Monitoring & In-class intervention Pull-out /In-class Intervention Pull-out Intervention UNIVERSAL SCREENER IAT Where is Special Education?

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43. 43 Tier III Ratio 1:3 Homogenous grouping IAT Chairperson documents in Chancery Problem- solving interventions 50 minutes per day Weekly progress checks

44. What is Response to Intervention (RtI)? 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.

45. 45 Ready- to-go No IAT Scripted Requires planning IAT Required Problem Solving

46. 46 1. Define the Problem 2. Analyze the Problem 3. State Desired Goal 4. Develop Intervention 5. Evaluate the Plan IAT Problem Solving

47. 47 Define the Problem Data Review Define

48. 48 Phonemic Awareness PhonicsFluencyVocabularyComprehension

49. 49 Analyze the Problem Problem Determine Requisite Abilities Analyze Strengths & Struggles Prioritize

50. 50 Phonemic Awareness PhonicsFluencyVocabularyComprehension

51. Marco 51  Fourth-grade student  i-station: Vocabulary, 10 th percentile  i-station: Fluency, 50 th percentile  Define the problem  List requisite abilities  Label each requisite ability as a strength or struggle  Set priority

52. 52 Phonemic Awareness PhonicsFluencyVocabularyComprehension

53. Cedric 53  Fourth-grade student  istation: Vocabulary, 10 th percentile  i-station: Comprehension, 10 th percentile  Define the problem  List requisite abilities  Label each requisite ability a strength or struggle  Set priority

54. 54 Phonemic Awareness PhonicsFluencyVocabularyComprehension

55. 55 3. State Desired Goal

56. 56 State the Goal Priority State the goal to be measured

57. 57 Develop Intervention Develop intervention with steps to follow Evaluate

58. 58 Curricular Conflict Curricular Coordination

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61. IAT Chairperson’s Responsibilities 61  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

62. Behavior Severe Cognitive Deficits Limited English Proficiency Health Cultural & Economical Factors Visual, Hearing & Motor EXCLUSIONARY FACTORS

63. 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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66. Tips for Fidelity 66  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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68. Tiered Service Delivery 68  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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70. Parent Referrals 70

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77. 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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