1
2
3
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.
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!
ARD
504
RtI
• Students
with
• Suspected
of having a
disability
• Opportunityrich
disabilities
6
• Universal
Screening
Assessment
• Progress
Monitoring
• Tier I
•
Tier
II
Intervention
• Tier III
7
Assessment
8
•Universal
Screening
•Progress
Monitoring
9
10
Universal Screener Characteristics
11





Administered three times per year
Yields disaggregated data
Identifies the problem
Ranks students
Ranks classrooms
Possible Data Instruments
12







Istation
Overage reports
Excessive absences
Office referrals
Benchmark/Common assessments
Curriculum embedded assessment
?
No data point
stands alone.
13
14
Schoolwide Screening
15

Jefferson Elementary School
 Page
5.4
Confirm a
practice
Stop a
practice
Start a
practice
Consider a
practice
16
I. Level of Learning
II. Rate of Learning
17
Dual Discrepancy
18



Level of learning
Rate of learning
Is the student deriving similar education benefit
from the same classroom as nondisabled peers?
19
20
24
25
Requires
accumulation
of data
26
27
Progress Monitoring
28

Dalton Gardens Elementary School
 Page
5.7
Confirm a
practice
Stop a
practice
Start a
practice
Consider a
practice
29
Intervention
30
•Tier I
•Tier II
•Tier III
All
students
Universal
screener
Grouping
as needed
Tier I
Teacher
documents
in
Chancery
90 - 130
minutes
per day
31
Focus on
core
curriculum
program
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
Ratio
1:5 – 10
Weekly
progress
checks
Homogenous
grouping
Tier II
Teacher
documents in
Chancery
20–30 min.
per day
Scripted/IAT
Interventions
33
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
Scripted
Readyto-go
No IAT
35
Problem
Solving
Requires
planning
IAT
Required
ProblemSolving
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
Discontinue
Continue
Change
39
40
41
42
Ratio
1:3
Weekly
progress
checks
Homogenous
grouping
Tier III
IAT
Chairperson
documents in
Chancery
50 minutes
per day
Problemsolving
interventions
43
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.
Scripted
Readyto-go
No IAT
45
Problem
Solving
Requires
planning
IAT
Required
1. Define the
Problem
5. Evaluate
the Plan
2. Analyze
the Problem
IAT
Problem
Solving
46
4. Develop
Intervention
3. State
Desired
Goal
Define the Problem
Define
Review
Data
47
48
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
Analyze the Problem
Prioritize
Problem
49
Analyze
Strengths
Determine & Struggles
Requisite
Abilities
50
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
Marco
51







Fourth-grade student
i-station: Vocabulary, 10th percentile
i-station: Fluency, 50th percentile
Define the problem
List requisite abilities
Label each requisite ability as a strength or
struggle
Set priority
52
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
Cedric
53







Fourth-grade student
istation: Vocabulary, 10th percentile
i-station: Comprehension, 10th percentile
Define the problem
List requisite abilities
Label each requisite ability a strength or struggle
Set priority
54
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
55
3. State Desired Goal
State the Goal
Priority
56
State the
goal to
be
measured
Develop Intervention
Evaluate
Develop
intervention
with steps
to follow
57
Curricular
Conflict
58
Curricular
Coordination
59
60
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
Behavior
Visual,
Hearing &
Motor
Severe
Cognitive
Deficits
EXCLUSIONARY
FACTORS
Cultural &
Economical
Factors
Limited
English
Proficiency
Health
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.
Discontinue
Continue
Change
64
65
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
67
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
69
Parent Referrals
70
71
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
78