The Early Intervention Team (EIT)
Department of Special Populations
McKinney ISD
2007-2008
Child Find
• MISD is responsible for providing a free
appropriate public education (FAPE) to all
individuals with disability age birth
through 21 who live within our school
district.
• Regardless of the severity of the disability,
MISD will make every effort to locate,
identify, and evaluate these individuals.
Historical Background for EIT
IDEA ’04 mandated:
• “A child shall not be determined to be a
child with a disability if the determinant
factor for such determinations is:
• (A) lack of appropriate instruction in
reading including in the essential
components of reading instruction
•
(B) lack of instruction in math
•
(C) limited English proficiency
IDEA ’04 also mandated:
• “Professional development for teachers and
other school staff to enable such personnel
to deliver scientifically based academic
instruction and behavioral interventions…”
• All grade levels were included but
particular emphasis was placed on grades
Kindergarten through Grade 3
PBMAS Considerations
• District PBMAS Ratings
– Too Many Students in Special Education
– Disproportionate Representation of AfricanAmerican Students in Special Education
– Disproportionate Representation of Hispanic
Students in Special Education
– Response to Intervention (RTI)
Our Goals for the EIT Process
• Better quality referrals
• Data driven decision making
• True response to intervention
What is “Response to
Intervention”?
Response to Intervention is the practice
of:
1) Providing high-quality instruction
and intervention matched to each
student’s individual needs
2) Using learning rate over time and
level of performance to make
important education decisions
What are the components of the “Response
to Intervention” model?
• The General Education committee must:
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–
–
–
–
Define the problem
Can be academic and/or behavior-related
Develop a written intervention plan
Implement the intervention plan
Evaluate the intervention plan
To define the problem General
Education must:
• Determine IF a problem exists
• Determine WHY the problem is occurring
To develop a written intervention planGeneral Education must:
• Determine what is being done to address
the problem
• Determine what can be done differently
• Determine who will do it
• Determine the goal(s) of the intervention
plan
To implement the intervention
plan General Education must:
• Determine who will be charged with
implementing the intervention.
• Determine if additional support staff may be
needed for consultation (esp. w/ behavior
intervention plans).
• Determine what methodology will be used to
implement the intervention plan.
• Determine when the intervention will occur.
• Determine how long the intervention will be
utilized.
To evaluate the intervention plan
General Education must:
• Determine if the goal(s) has been reached.
• Determine if the plan has been successful
in remediating the issue.
• If not, what else could we have done?
What are “scientifically based”
interventions?
• “Scientifically based” interventions are
intervention strategies that have been
documented to be successful with students
What are some examples of
“scientifically based’ interventions?
• Examples include:
– Providing additional instruction in individual,
small group or with technological assistance
– Matching curricular materials and instructional
levels
• Increasing task relevant practice
• Increasing opportunities to engage in
active academic responses including
writing, reading aloud and answering
questions in class
• Offering mini-lessons in areas of skill
deficit
What are NOT “scientifically
based” interventions?
•
•
•
•
•
•
Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing MORE of the same/general classroom
assignments
• Retention
Remember:
• Response to Intervention is a General
Education initiative designed to support
individual students in the classroom in
order to maximize exposure to grade-level
curriculum and research-based instruction.
Early Intervening Team Process
• Four tier model
• Heavy on documentation of intervention efforts
• Mindset of “How are we going to intervene so
the student will be successful in the general ed.
classroom?”
• Keep in mind that now most special education
students will now be accountable for grade level
state mandated testing.
Tier Process
Tier 1
Tier 2
Tier 3
Timeframe:
8-10 weeks
Timeframe:
8-10 weeks
Timeframe:
8-10 weeks
1.
1.
1.
Teacher meets
with EIT
Coord. & the
date for an
EIT team
meeting is set
up.
2.
Upon review,
data will
determine if a
tier 4 referral
is warranted.
2.
A teacher or
parent is
concerned
about a
student.
A meeting
with EIT
Coordinator is
set up to start
the process &
set up a
review date.
2.
If student did
not respond to
tier 1 efforts,
tier 2 process
begins by
meeting with
the EIT
Coord. &
review date
set up.
Upon review,
data will
determine
what is the
next step
Tier 4
Student would be
referred for one of
the following:
Special Education,
504 & Dyslexiatesting would be
completed during
the dyslexia testing
windows.
Tier 1
– High-quality instructional & behavior supports based on MISD scope &
sequence.
– On-going benchmarking of academic competencies & schoolwide behavior
expectations. (9 week assessments, TPRI, DRA, writing samples, running
records, rubrics, checklists & behavior documentation)
– Research supported strategies with differentiated instruction.
– Students are taught in a flexible group setting. Students are engaged in the five
components of literacy by engagement in real reading and writing, supported
comprehension activities, supported writing activities, decoding and spelling
activities, and world/word knowledge are the critical components of a balanced
classroom program that will result in eliminating the risk of literacy failure for
most children.
Tier 1 Cont.
– Students are encouraged to investigate, question, and defend mathematical
answers. The emphasis of mathematics instruction is on the process of
understanding.
– If student is not responding to tier 1 efforts, they move to tier 2. All of which is
data driven.
TIER 1 Triggers
• BOY/MOY=70 or below (Mastery Minus)
or 55 or below (Deep Intervention)
• TPRI= 3 or more levels “Not Developed”
• DRA= Student is not performing at
expected level for current 9-weeks
• Failed TAKS
• Grades performance of 1 or below 70
Tier 2: Should strategically support individual students in the general education
classroom whose behavior or academic performance and rate of progress lag behind
the norm for their grade and educational setting and have not responded to Tier 1
efforts.
• Tier 1 activities will continue to help support the student.
• Informal & formal assessment will be used to define the problem
area.
• ARI Curriculum used (Prime Series, Comprehension Tool Kit, etc)
• 30 minutes of tutoring during the school day.
• Teacher Encyclopedia for Behavior Management
• Data taken every two weeks to measure progress such as running
records, informal & formal assessments, etc.
• Parent will be notified in writing of academic or behavioral concerns
• Create/flexible scheduling to allow for small group
instruction.
Tier 2 Triggers
• Data collected in Tier 1 supports the student did
not make progress with remediation lessons.
• MOY/EOY=70 or below (Mastery Minus) or 55
or below (Deep Intervention)
• TPRI= 3 or more levels “Not Developed”
• DRA= Student is not performing at expected
level for current 9-weeks
• Failed TAKS
• Grades performance of 1 or below 70
Tier 3: Should provide more intensive services for individual students in the
general education classroom whose behavior or academic performance and
rate of progress lag behind the norm for their grade and educational setting
and have not responded to Tier 1 & 2 efforts.
•
All of the previous tier activities will continue to help support the student
• Early Intervening Team will meet to review previous tier data and
strengths and weaknesses will be discussed and reviewed to help in
determining relevant interventions.
• School to home activities/strategies provided
• Tutoring (groups of 1-3 only) for 30 minutes before or after school at
least 3 times a week
•
Computer based reading & math supplemental intervention programs such as
“My Reading Coach”, Number Worlds, and Larson Math
Tier 3 cont.
•
Intervention Manual used to problem solve specific behavior problems
•
Intervention staff to work with the student and consult with classroom teacher and
parent
•
Data taken every week to measure progress such as running records, informal &
formal assessments, etc.
•
Use of curriculum-based monitoring tools such as AIMSweb
Tier 3 Triggers
• Data supports that student has not
responded to remediation activities,
ARI/AIM specific lessons.
• TPRI scores reflect still developing
• Grades remain 1 or below 70
• New TAKS data reflects TAKS failure
• DRA score are below expected 9-week
levels
Tier 4
• When students do not respond to
intervention on Tiers 1-3, then the EIT may
consider the following:
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Referral to 504 (may include dyslexia)
Referral to dyslexia (w/out 504)
Special education Referral
Continue RTI process
Team Approach
We need many tools to
get the job done….
The Early Intervention
Team includes teachers,
administrators, and other
key staff members
working together to
maximize each student’s
potential.
McKinney ISD exists to provide an excellent education for all.
504 Services
• Referral concerns should go through EIT
• Student must have a disability – documentation
of disability is not as stringent
• Disability must impair a major life function –
learning
• 504 Committee must develop an Individual
Accommodation Plan (IAP)
• Implementation of IAP is required
Dyslexia Services
• All Campuses have dyslexia services
• MTA program
• Some of our teachers are CALT certified –
all have specific training
• Should be referred to Dyslexia Program
through EIT
Special Education Services
•Students must have a disability and educational need for
specially designed instruction (SDI).
Questions & Answers