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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.

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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ARD
• Students with disabilities
504
• Suspected of having a disability
RtI
• Opportunityrich

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Universal Screener Characteristics
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
Administered three times per year

Yields disaggregated data

Identifies at-risk students

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

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

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I. Level of Learning
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II. Rate of Learning

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

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

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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

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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Scripted
Readyto-go
No IAT
Problem
Solving
Requires planning
IAT
Required

Problem-
Solving
Pull-out
Intervention
Pull-out /In-class Intervention
UNIVERSAL SCREENER
IAT

Scripted
Pull-out
Intervention
Pull-out /In-class Intervention
UNIVERSAL SCREENER
IAT

Where is
Special
Education?
Pull-out
Intervention
Pull-out /In-class Intervention
UNIVERSAL SCREENER
IAT

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Three-Tiered Model

Tier III

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




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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Scripted
Readyto-go
No IAT
Problem
Solving
Requires planning
IAT
Required

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Curricular
Conflict
Curricular
Coordination

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IAT Chairperson’s Responsibilities
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
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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

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

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
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
Count sessions not weeks
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Evaluate student attendance

Evaluate teacher attendance

Count progress monitoring data points
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Provide routine training on intervention designs
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Monitor computer based usage reports
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Evaluate fidelity of progress monitoring method

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Tiered Service Delivery
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
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

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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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