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 1
Introductions Akron Public Schools Demographics (2005-06) Students on Race Gender Mobility Attendance Free/Reduced Rate Rate Lunch Asian/Pacific 1.8% Male 50.76% 40% 93.4% 66% Islander American 0.1% Female 49.24% Indian/Alaska Native Black/African 48.5% Number of Students American 27,289 Hispanic 1.0% White/Caucasian 44.8% 2 Multi-Race 3.8%
Agenda • Overview of Pyramid of Learning • Pyramid Coach Role and Function • School Improvement Plan Teams • Intervention Assistance Teams • Challenges • Future Direction 3
Ohio Integrated Systems Model (OISM) Academic Systems Positive Behavior Supports 1-5% Intensive Individualized 1-5% Intensive Individualized Interventions Interventions 5-10% Targeted Group 5-10% Targeted Group Interventions Interventions 80-90% High Quality 80-90% High Quality Instruction/School- Instruction/School- wide Interventions wide Interventions Decisions about tiers of Adapted from OSEP Effective School-Wide support are data-based Interventions F B A 4 E D C
Core Components Culturally Collaborative Responsive Problem Practices Solving F A Explicit Instruction of Data-Based E Academic & Decision B Social Skills Making D C Academic Research & Behavioral Validated Supports for Practices Each and All 5
Guiding Principles Outcomes Delivery System: Pyramid of Learning Our work will be aligned with our common mission, vision, values and goals Positive Behavior Supports Academic We will assure achievement for all students using a system of prevention and intervention 1-5% Intensive Individualized We will not work in isolation, but All Students Interventions rather in collaborative teams Achieve to focused on teaching and learning Their Fullest 5-10% We will use data to guide decision Targeted Potential Interventions making and continuous improvement We will gain active engagement from family and community 80-90% High Quality Instruction/ We will build sustainable leadership School-wide Interventions capacity. We will communicate to students they are important, they are valued, and we will not let them fail. Akron Continuous Improvement 6 Public 6/ 06 Schools
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 7
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 8
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 9
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 3 rd 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 10
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 11
The Marriage of Building Level Teams • School Improvement • Intervention Assistance Plan (SIP) Teams Teams (IAT) implements the builds the pyramid pyramid 12
SIP Responsibilities • Establishing a hierarchy of interventions. • Establishing universal screening measures to assess student needs. • Linking assessment data to intervention programs. 13
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. 14
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. 15
Sample High School Literacy Pyramid LANG! Establish criteria to CBI: Plato/ Holt Monitor progress access intervention Credit Recovery Plato Group students Make adjustments Double Period based on criteria. based on findings 100 Book Challenge After school Plato & tutoring 9 th & 10 th grade advisors Reading Across Curriculum Silent Sustained Reading – 45 mins/ week Core English - Holt 16
Distinguishing Features of 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! 17
Distinguishing Features of 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 18
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 19
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 20
Traditional IAT vs. New IAT New IAT Traditional IAT • Group of students • 1 student • 20-30 students a year • 20-30 students a week • 1 Student • Progress monitoring x 5 hours of meetings • Intervention Integrity x 6 IAT members = 30 man hours 21
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 22
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. 23
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