RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public - - PowerPoint PPT Presentation

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RtI: Changing the Role of the IAT

Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us

Urban Special Education Leadership Collaborative November 3, 2006

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Introductions

Akron Public Schools Demographics (2005-06)

Race Gender Mobility Rate Attendance Rate Students on Free/Reduced Lunch 93.4% 66% Asian/Pacific Islander 1.8% Male 50.76% 40% American Indian/Alaska Native 0.1% Female 49.24% Black/African American 48.5% Hispanic 1.0% White/Caucasian 44.8% Multi-Race 3.8%

Number of Students 27,289

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Agenda

• Overview of Pyramid of Learning
• Pyramid Coach Role and Function
• School Improvement Plan Teams
• Intervention Assistance Teams
• Challenges
• Future Direction

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Ohio Integrated Systems Model (OISM) Academic Systems Positive Behavior Supports

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Group Interventions 5-10% Targeted Group Interventions 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 80-90% High Quality Instruction/School- wide Interventions 80-90% High Quality Instruction/School- wide Interventions

Decisions about tiers of support are data-based

A

B C D E F

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Core Components

Culturally Responsive Practices Explicit Instruction of Academic & Social Skills Data-Based Decision Making Collaborative Problem Solving Research Validated Practices Academic & Behavioral Supports for Each and All

B C D E F A

6 Delivery System:

Pyramid of Learning Continuous Improvement

Guiding Principles Outcomes

1-5% Intensive Individualized Interventions

5-10% Targeted Interventions 80-90% High Quality Instruction/ School-wide Interventions

Akron Public Schools Academic Positive Behavior Supports

6/ 06

All Students Achieve to Their Fullest Potential

Our work will be aligned with our common mission, vision, values and goals We will assure achievement for all students using a system of prevention and intervention We will not work in isolation, but rather in collaborative teams focused on teaching and learning We will use data to guide decision making and continuous improvement We will gain active engagement from family and community We will build sustainable leadership capacity. We will communicate to students they are important, they are valued, and we will not let them fail.

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High Quality/School- Wide Interventions

80 to 90%

• The base of the cone is the universal or school-wide interventions/supports.
• Represents the core academic and behavioral curriculum
• Addresses the needs of 80 to 90% of the students if the school

appropriately implements effective school-wide interventions

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Targeted Interventions

5 to 10%

• The middle of the cone is a targeted intervention or support.
• Represents those students at risk for school failure
• Provides for a more strategic, specific and targeted intervention

in addition to the core curriculum

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Intensive Interventions

1 to 5%

• The top of the cone is the intensive interventions or supports.
• Represents the smallest percentage of students who are the highest risk of

failure

• The supports are intensive and most often designed to be individualized
• Frequently includes SWD and other children at high risk of failure

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3 to 5 Year Plan Readiness for the Pyramid

• Quest for becoming the first urban EFFECTIVE

district in the state

• District goals to close the achievement gap for

African American’s R/M; Special Education R/M; and ESL Reading

• Red flagged for Focused Monitoring (FM)
• Wanting to answer DuFour’s 3rd question: “How

will we respond when they have not learned it?”

• Ready to take the next step to use the data more

efficiently and effectively

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PYRAMID COACHES

• Develop and initiate building-level training for intervention

assistance teams in all buildings.

• A Pyramid Coach will be assigned to support each of the targeted
• buildings. Supports for each building will include:

– Assist principal and building teams to develop and monitor Pyramid of Learning. – Assist principals and building teams in identifying gaps within their Pyramid and identifying strategies to close gaps. – Attend IAT meetings to model staffing of groups of students and progress monitoring.

• Create a website of evidence-based interventions for remediation of

skills in math, literacy, and positive behavior supports

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The Marriage of Building Level Teams

• School Improvement

Plan (SIP) Teams builds the pyramid

• Intervention Assistance

Teams (IAT) implements the pyramid

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SIP Responsibilities

• Establishing a hierarchy of interventions.
• Establishing universal screening measures to

assess student needs.

• Linking assessment data to intervention

programs.

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IAT Purpose and Mission

The Intervention Assistance Team (IAT) is a school based group of people whose purpose is to provide support to all students who are experiencing difficulties, preventing them from fully benefiting in accessing their education, because they are either performing below or above expectations.

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IAT Responsibilities

• Create a data driven decision-making process

that evaluates the effectiveness and fidelity of the interventions

• Maintain the integrity of the interventions

through continual progress monitoring and documentation of all students.

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LANG!

100 Book Challenge Core English - Holt After school Plato & tutoring Silent Sustained Reading – 45 mins/ week Double Period 9th & 10th grade advisors Reading Across Curriculum Sample High School Literacy Pyramid

Credit Recovery Plato

CBI: Plato/ Holt

Establish criteria to access intervention Group students based on criteria. Monitor progress Make adjustments based on findings

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Distinguishing Features

• f IAT
• To provide ALL teachers with effective and efficient

strategies that will be specific and skill based.

• To ensure implementation and necessary revision of

intervention through systematic monitoring.

• To ensure fidelity of interventions
• To provide students at risk for failure immediate access

to intervention programs

• Consolidate the number of meetings and reduce the

amount of paperwork!

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Distinguishing Features

• f IAT (CON’T)
• Ensure process is NOT a gateway

to Special Education

• Arrive at solutions for academic

and behavioral difficulties by using a group approach versus individual students

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Disadvantage of Traditional IAT Models

• Time-consuming and labor intensive
• Not systemic: typically focuses on 1 student and

1 teacher at a time

• May delay access to interventions
• Poor reliability of implementation of key phases

such as problem analysis, data collection, and treatment integrity

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Akron Public Schools IAT

• A general education initiative
• A process that combines existing efforts presently

available for providing assistance for students

• A “checks and balance” system for buildings to review

data, make adjustments in student groupings, and ensure intervention fidelity

• A means to provide all students with immediate

support and service

• An integral component of the Pyramid of Learning

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Traditional IAT vs. New IAT

New IAT

• Group of students
• 20-30 students a week
• Progress monitoring
• Intervention Integrity

Traditional IAT

• 1 student
• 20-30 students a year
• 1 Student

x 5 hours of meetings x 6 IAT members = 30 man hours

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Who is on the team?

• Required members:

– Administrator – School Psychologist – School Counselor (if one is assigned to the building) – Intervention Specialist – General Education Teacher

• Additional members to consider:

– Speech and Language Therapist – Instructors from major content areas

• 5-7 members
• At least one member should serve on both the SIP and IAT

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IAT Member Roles

• The Administrator plays a crucial role with respect to the IAT process. The

Administrator is responsible for assuring that all members of the team adhere to the IAT polices and procedures. He/She is the liaison between the SIP Team and the IAT. Additionally the Administrator has the authority to allocate resources and delegate specific IAT responsibilities.

• The School Psychologist is the facilitator of the IAT within each building and is

responsible for helping to facilitate the IAT process. School Psychologists are an excellent resource for intervention ideas and progress monitoring techniques, as well as invaluable during the initial diagnosis of a specific problem.

• The Counselor provides information about the whole child. Their expertise is

in the area of integrating the student’s academic and social/emotional needs, academic and behavioral intervention strategies, community resources, and scheduling options.

• The Intervention Specialist and Classroom Teacher can provide the team

with information regarding approaches that may be used within the school

• setting. They will likely have a variety of techniques, accommodations, and

resources to which other parties may not have access. These individuals are also able to provide feedback on intervention programs that they have utilized.

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Response to Intervention IAT

• Evaluate and describe performance for all students
• Develop and implement instructional approaches

that address student need

• Monitor student progress and response to

instructional modifications on a frequent basis

• Continue cycle of evaluating student growth until

goals and expectations are met

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Service Delivery Manual

Akron Public Schools 70 North Broadway Akron, OH 44308 2006/07

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SIP Pyramid of Learning IAT Implementation & Fidelity Progress Monitor

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Challenges

• Resistance to Change

– Understanding the process – Letting go of Problem Solving Model or Pre-Referral Model of IAT – Looking at data differently

• Lack of Intervention Materials
• Lack of Progress Monitoring Materials
• Administrative support at building level

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Future Direction

• Monitor buildings consistently
• Implementation at high school level
• Establish universal PBS programs
• Identify and implement consistent targeted and

intensive math intervention programs across the district

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Questions?