akron public schools 70 north broadway akron, oh 44308 2006/07 iat... · 2020-07-18 · effective...

Akron Public Schools 70 North Broadway Akron, OH 44308

2006/07

Table of Contents Forward: Akron Public Schools Delivery System……………………………….…pg. 3 Part 1: The Pyramid of Learning……………………………………………………pg. 4 Tier I: High Quality Instruction/School-wide Intervention………………………………………………..5 Tier II: Targeted Interventions……………………………………………………………………………..6 Tier III: Intensive Individualized Interventions……………………………………………………………6 Core Components of the Pyramid of Learning……………………………………………………………..7 Part 2: School Improvement Plan Teams (SIP)…………………………………….pg. 8 SIP Team Purpose ………………………………………………………………………………………….8 Part 3: Intervention Assistance Teams (IAT)……………………………................pg. 9 IAT Purpose and Mission .............................................................................................................................9 Who should be on the Team? …………………………………………………………………………...…9 Roles and Responsibilities of IAT members……………………………………………………………...10 Problem Solving & Pre-Referral Teams vs. Intervention Assistance Teams……………………………..10 PART 4: Putting it Together: The Pyramid of Learning, SIP, & IAT……….….pg. 12 Step 1: Define Hierarchy of Interventions…………………………………………………………….….12 Step 2: Review the Data…………………………………………………………………………………..13 Step 3: Assessment Data are linked to Intervention Programs…………………………………..….……13 Step 4: Implementing Interventions with Treatment Fidelity……………………………………….……14 Step 5: Monitor Progress …………………………………………………………………………….…...14 Putting the Pyramid of Learning into Practice.............................................................................................16 Getting Your IAT Started………………………………………………………………………………....18 IAT Meeting Checklist………………………………………………………………………………….…20 Considerations for IAT………………………………………………………………………………….…21 PART 5: Interventions …………...……………………………………………..…...pg. 23 Interventions: What is a scientifically based intervention? ……………………………………………….23 Traits of Successful Interventions…………………………………………………………………………..23 Where to Find Evidence-Based Interventions ……………………………………………………………...23 Part 6: FORMS……………………………………………………………………….pg. 25 Permission for Review ……………………………………………………………………………………..26 IAT Meeting Checklist ……………………………………………………………………………………..27 Intervention Documentation and Monitoring Form …………………………………………………….28-29 Parent Notice of IAT Intervention Plan …………………………………………………………………….30 Fidelity of Intervention Checklist …………………………………………………………………………..31 Prior Written Notice (PR-01)………………………………………………………………………………..32 Parent Invitation (PR-02) ………………………………………………………………………………...…33 Part 7: Glossary…………………………………………………………………….….pg. 34

2 -Akron Public Schools Technical Assistance Manual: The Pyramid of Learning

Forward: Akron Public Schools Delivery System Mission Statement of APS

The mission of the Akron Public Schools, a pioneer in academic excellence passionately committed to life-long learning, is to ensure that each student in our diverse population achieves his or her fullest potential in a safe and affirming learning center characterized by an extensive, student-focused collaboration of all segments of the community, with an emphasis on preparing students to live and excel in a global environment.

Pyra

We will communicate to students tare important, they are valued, and wwill not let them fail.

hey e

We will build sustainable leadership capacity.

We will use data to guide decision making and continuous improvement.

We will gain active engagement from family and community.

We will not work in isolation, but rather in collaborative teams focused on teaching and learning

We will assure achievement for all students using a system of prevention and intervention.

Our work will be aligned with our common mission, vision, values and goals.

Academic

3 -Akron Public Schools Technical Assistance M

S

Delivery System: mid of Learning

5-10% Targeted

Interventions

80-90% High Quality Instruction/ chool-wide Interventions

1-5% Intensive

Interventions

All Students Achieve to Their Fullest Potential

Continuous Improvement

Guiding Principles

anual: The Pyramid of Learning

Outcomes

Positive Behavior Supports

Part 1: The Pyramid of Learning: Academic Intervention-Based Services and Positive Behavior Supports

All children deserve adjustments in order to address their individual needs, regardless of whether they have been designated as learning disabled or gifted. Identifying and nurturing the talents of all students, and strategizing with students to overcome their weaknesses, will enable all children to reach the standards. The Department (of Education) encourages school districts to align their programs with the standards to ensure that all of Ohio’s students reach their full potential. –Academic Content Standards, Ohio Department of Education, page 26

Recently there have been dramatic shifts in state and federal policy that surround raising academic achievement of the lowest performing students, closing performance gaps, and holding schools accountable for the performance of ALL students. The Pyramid of Learning attempts to integrate both academic and behavioral components as part of a cohesive academic system of support for improving the performance of all learners and allowing students to make progress toward reaching grade level benchmarks. The Pyramid of Learning, which is adapted from the Ohio Department of Education Ohio’s Integrated Systems Model (OISM), uses a multi-tiered approach to execute systems of support in which the intensity of interventions increases as the complexity and intensity of academic and/or behavioral problems increase.

Pyramid of Learning

Academic Systems Positive Behavior Supports

Adapted from OSEP Effective School-Wide Interventions

5-10% Targeted Group Interventions

5-10% Targeted GroupInterventions

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

80-90% High QualityInstruction/School-wide Interventions

80-90% High QualityInstruction/School-wide Interventions

Decisions about tiers of support are data-based

A B

CDE

F

- Akron Public School Technical Assistance Manual: The Pyramid of Learning 4

Tier I: High Quality Instruction/School-wide Interventions

The High Quality Instruction/School-wide Intervention Tier is aimed at preventing learning and behavioral problems. This level of intervention is received by all students and includes instruction and support, such as standards based education, differentiated instruction, school wide early literacy instruction, social skills lessons, and conflict resolution curricula. This strong school-wide instruction and support in the school’s core academic and behavioral curricula is the critical foundation needed for 80 to 90 percent of the student population to have academic and behavioral success. Tier I Examples:

Reading First Positive Behavior Supports Harcourt Trophies Dennis Mitchell Ohio Reads Character Counts

Another major component of this tier includes district level assessments (i.e., DIBELS, Harcourt, 9-week Assessments). Through district level assessments all students are assessed in order to measure current levels of achievement and to identify individual student needs. An array of methods and instruments are used, including the results of statewide achievement assessments, district wide achievement assessments, curriculum based measurements, and observations. If the results of district level assessments suggest that an individual student or group of students are performing below standards or exceeding standards, then interventions should be immediately put in place.


Tier II: Targeted Interventions


Given strong school wide or universal supports, 5 to 10 percent of students may be at some risk for school failure and require more specific instruction and supports in academics and behavior, in addition to high quality instruction, in order to be successful. The Targeted Intervention Tier offers more focused and intense interventions and involves fewer students. Interventions for these students are provided through a specialized school intervention program that includes small group instruction. Tier II interventions are provided in addition to the high quality instruction provided in Tier I. These interventions may be short-term or they may continue for an entire school year. In spite of a school’s best efforts at delivering quality Tier I and Tier II interventions, a few students may not demonstrate significant and positive response to intervention. In those cases, students may move to Tier III. Tier II Examples:

100 Book Challenge Social Skills Club Project Read Check in/Check out Peer Tutoring Anger Management Group Reading Recovery After School Tutoring PLATO

Tier III: Intensive Individualized Interventions

When effective school-wide instruction and targeted supports are in place, only 1 to 5 percent of students may be at high risk for failure and require intensive individualized interventions to succeed. The Intensive Individualized Intervention Tier contains highly concentrated, small group or individual instruction for students with severe difficulties and may include special education supports and community agency involvement. Students may receive support through individualized literacy tutoring, self monitoring instruction, and social skills lessons. Students are able to access Tier III interventions through the IAT process prior to being identified eligible for special education services.

Tier III Examples:

LANGUAGE! Functional Behavior Assessment ACHIEVE Behavior Intervention Plan No Opportunity Wasted (NOW) Services

Core Components – The Pyramid of Learning

The Pyramid of Learning encompasses six major components. School teams should be mindful of these components when planning instruction and interventions at all levels of the pyramid. A. Collaborative Problem Solving B. Data-Based Decision Making C. Academic & Behavioral Supports for Each and All D. Research Validated Practices E. Explicit Instruction of Academic & Social Skills F. Culturally Responsive Practices Improved academic achievement and increased positive behavior are required outcomes for comprehensive school improvement. Research has shown that effective behavioral systems molded with effective instruction and targeted data driven interventions are highly likely to result in improved academic gains.

Data-Based Decision Making

Core Components - Integrated Model of Intervention

CulturallyResponsivePractices

Explicit Instruction of Academic & Social Skills

Collaborative ProblemSolving

Research Validated Practices

Academic & Behavioral Supports for Each and All

B

CD

E

F A

Building teams are commonly referred to as Instructional Support Teams, Intervention Assistance Teams, Student Assistance Teams, Service Improvement Teams, Building Level Teams, One Plan Teams, Mainstream Assistance Teams, and Student Support Teams. In the Akron Public Schools two building level teams will work together to develop and implement the Pyramid of Learning. These teams will be referred to as School Improvement Plan (SIP) Teams or One Plan Teams and Intervention Assistance Teams (IAT). The term School Improvement Plan or SIP will encompass the term One Plan Teams throughout this manual.


Part 2: School Improvement Plan (SIP) Teams SIP Team Purpose The School Improvement Plan (SIP) Team has a variety of roles and functions within the Akron Pubic Schools. This manual will focus on the SIP Team’s role and function as it relates to the Pyramid of Learning. The SIP Team is a school-based group of people whose purpose is to critically think about how to deliver a sound hierarchy of interventions to maximize student achievement. The primary focus of the SIP Team within the Pyramid of Learning process is to focus on high-quality standards-based classroom instruction, with differentiation of design and research-based instruction. Each year the SIP Team works with district personnel to establish a School Improvement Plan. The plan is mandated to include and address ten critical components. Two of these components directly speak to the Pyramid of Learning.

1. Incorporate strategies based on scientific research and 2. Use policies and practices in the core subjects that will ensure all groups of students are

successful. The SIP team is responsible for establishing a hierarchy of interventions, establishing universal screening measures to assess student needs, and linking assessment data to intervention programs. Through the direction of the building administrator, the information will be shared with the IAT who will be responsible for monitoring student progress through the Pyramid of Learning.

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



Part 3: Intervention Assistance Teams (IAT) IAT Purpose and Mission The Intervention Assistance Team (IAT) is a school-based group of people whose purpose is to provide support to students who are experiencing academic and/or behavioral difficulties, preventing them from fully benefiting and accessing their education, because they are either performing below or above expectations. By supporting these students the IAT may not only help the student be able to remain and succeed in the general education program but also reduce unnecessary referrals to special education. The IAT’s mission is to approach and arrive at appropriate solutions to problems in the school environment by utilizing a standard protocol approach and response to intervention (RtI). Although the team may make referrals to special education and other special programs, the IAT is not part of the special education process, but rather a general education process. Overall the IAT is responsible for implementing the Pyramid of Learning that was built by the SIP Team. They are responsible for ensuring treatment fidelity and monitoring the progress of students and intervention programs. This process will assist ALL teachers with effective and efficient strategies that are specific, skill based, and data driven. The IAT addresses problems found through analysis of district level assessment results or those brought up as concerns by parents, teacher, or other staff. The IAT suggests intervention programs and focuses on student strengths that may alleviate or resolve the situation prior to referral for a multifactored evaluation. In many cases, the IAT is able to assist students who need intervention in order to succeed, but who are not necessarily disabled. Simply put, the IAT is a “support group” for teachers and students who need it. The distinguishing features of Intervention Assistance Teams include the following:

A focus on modifying the environment to assist students A focus on assessment of what the student knows and can do, and not on weaknesses A focus on providing students at risk for failure immediate access to intervention programs The use of functional assessments that can be performed by teachers Interventions that have been shown by research to have a high probability of success The use of strategies to ensure that the interventions are implemented consistently and accurately The use of systematic data collection and progress monitoring to determine the student’s

response to the intervention Who Should Be On The Team? Intervention Assistance Teams functioning within the Akron Public Schools are to include at least:

• an administrator, • school psychologist, • one intervention specialist, • one regular education classroom teacher, and • a school counselor, if one is assigned to the building.


Additionally schools may wish to have representation from the speech and language therapist, instructors from major content areas, as well as representatives from both primary and secondary levels. It is recommended that the team consist of 5-7 individuals. It may prove beneficial to have one member of the IAT who also serves on the building SIP team. Roles and Responsibilities of Intervention Assistance Team Members

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.

Problem Solving Teams & Pre-Referral Teams vs. Intervention Assistance Teams It is important to distinguish Intervention Assistance Teams from Problem-Solving Teams and from what are frequently termed Pre-Referral Teams. The three differ significantly in purposes and intent. A Problem Solving Team develops valid, scientifically evidenced interventions designed to resolve a student’s academic or behavioral difficulties. The emphasis in problem solving is to meet the individual student’s needs first and produce positive learning outcomes. The Problem Solving Model is a systematic, data-driven process that is designed to use collaborative teams to address the diverse needs of students. The process of a) identifying a referred problem, b) functionally analyzing how and why it exists, c) developing and implementing interventions to either eliminate the problem or “replace” it with more appropriate or desired behavior, and d) evaluating the outcomes of the intervention such that the successes realized can be maintained and extended. Conversely, the mindset of Pre-Referral Teams typically is to move a student through one or more interventions as a prelude to a traditional multi-factored evaluation (MFE) for consideration of special education services. A Pre-Referral Team is often used as a mechanism to collect all the necessary referral information in order to get a student evaluated. Historically, these Pre-Referral Teams have been perceived as procedural hurdles in-route to special education services rather than as vehicles for implementing evidenced-based interventions to solve student problems.


Overall the Problem Solving Teams and Pre-Referral Teams are time consuming and labor intensive. They are not systemic and typically focus on one student and one teacher at a time. These systems often delay student access to targeted interventions. Additionally, there has historically been poor reliability for implementation of key phases such as problem analysis and treatment integrity. Intervention Assistance Teams use a standard protocol approach or response to intervention to ensure empirically validated treatment for all students with similar problems. This helps to promote an effective and efficient systematic approach to providing immediate interventions to groups of students who are at-risk for academic failure. The standard protocol approach addresses common assessment questions, such as “can the student learn?” and takes into consideration not only the level at which they are able to learn but the rate.

Part 4: Putting it Together: The Pyramid of Learning, School Improvement Plan Teams, and Intervention Assistance Teams The No Child Left Behind Act of 2001 and the current Individuals with Disabilities Education Improvement Act (IDEIA) mandate that educators focus on supporting the academic progress of all students through research-based instructional strategies. School Improvement Plan Teams and Intervention Assistance Teams are charged with the duty to improve performance for ALL Learners. In order to efficiently carry out this charge, teams must utilize a systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavioral difficulties. This is done by utilizing the Pyramid of Learning. Teams utilize this hierarchy of preventions and interventions in combination with high quality instruction and continuous progress monitoring of students’ performance to assure that all students are receiving appropriate interventions.

Building & Implementing the Pyramid of Learning

o Inventory what interventions are available and develop an intervention

hierarchy o Inventory all service providers o Think critically about how to deliver a sound hierarchy of interventions to

maximize student achievement o Evaluate existing programs carefully o Initiate a more intensive “standard” intervention as soon as need is

apparent o Be vigilant about intervention integrity o Monitor progress continuously, review results systematically, and change

instruction as indicated.

Building the Pyramid of Learning within the SIP Process Step 1: Define Hierarchy of Interventions The SIP members are responsible for taking an inventory of interventions available at their building and developing a building intervention hierarchy. Additionally SIP members are


responsible for taking an inventory of all possible service providers. Team members should think “outside the box” when developing these inventory lists. For example, could the secretary or health aide assist with a portion of the intervention plan? Team members must think critically about how to deliver a sound hierarchy of interventions to maximize student achievement. Additionally team members will need to evaluate existing programs carefully and consider evidence-based ways to “stretch” capacity for interventions such as peer-assisted instruction, optimal use of volunteers, or home-based support for instruction.

Implementing the Pyramid of Learning within the IAT Process Step 2: Review the Data Once the building hierarchies of interventions and service providers have been established by the SIP team members, the IAT begins to review student data available and determine levels of student proficiency. The Akron Public Schools has implemented reliable instructional assessments such as DIBELS, Harcourt, and 9-week Assessments. This information must be taken to the next level and inform general education instruction and identify students needing targeted interventions. The team must ask if students are learning in September, November, March, and June and if there are problem areas that need to be addressed. This data must be reviewed by the team to determine groups of students who are performing below standards or exceeding standards. Students can be sorted in a variety of categories. One simple way is to identify students who exhibit “Low Risk”, “Some Risk”, or “At Risk.” Teams use data-based decision making to inform the need for more or less specialized interventions, including special education.

Step 3: Assessment Data are linked to Intervention Program(s) Students who exhibit “risk” of academic failure are immediately assigned to intervention programs that correspond to their level of need. The team is responsible for selecting research-based targeted and individual interventions with fidelity for students who need them.

Assessment and instruction must be liked so closely that one never happens without the other.


Step 4: Implementing Interventions with Treatment Fidelity In order to show that the implemented intervention has had a positive or negative effect on students, the IAT must ensure that the interventions have been implemented as they were intended to be used. If treatment integrity is not in place, any change in academic skills or behaviors cannot be attributed to the intervention. IAT members must continually touch base with individuals who are implementing the intervention to clarify any questions, engage in guided practice and modeling of intervention techniques, and reinforce the importance of treatment integrity.

Implementing Interventions with Fidelity Treatment Integrity is the degree to which an intervention is implemented as designed.

Why is Treatment Integrity Important? “Scientifically Based Interventions” have a recipe that must be

followed. Student improvement is likely to be greatest if the recipe is followed

exactly. If the recipe is not followed, any change in behavior cannot be

attributed to the intervention.

Step 5: Monitor progress continuously Team members must revisit data and monitor progress of students continuously. Results should be reviewed systematically and instruction or intensity of interventions should change accordingly. Using the data appropriately will help IAT members determine the need for more or less specialized interventions for students.

Why Progress Monitor? Progress monitoring promotes: Accelerated learning because students are receiving more appropriate

instruction More informed instructional decisions Documentation of student progress for accountability purposes More efficient communication with families and other professionals

about students’ progress Higher expectations for students by teachers Fewer special education referrals

-National Center on Student Progress Monitoring

If the student continues to experience failure despite sufficient and consistent interventions implemented with integrity, or if the IAT feels that a particular student will require a continued level of intensive intervention in order to achieve educational success throughout his/her school career, the IAT may suspect that the student has a disability and make a referral for a



Multifactored Evaluation Team. The referral should be made only when the problem is chronic, inside and outside resources have been exhausted, or when information resources indicate a suspected disability. At this level there should be adequate documentation to suggest that despite interventions the student fails to demonstrate progress toward the target goal or behavior. At the meeting that the IAT determines that there is a suspected disability, the IAT members will complete the Referral for Evaluation (PR-04). If the team determines that there is a suspected disability, they must complete the Prior Written Notice to Parents (PR-01), complete the Referral for Evaluation (PR-04) and secure permission on the Request for Parent Consent for Evaluation (PR-05). The multifactored evaluation must be competed within 60 days from date the permission to conduct the evaluation was signed by the parent or guardian.

Once the evaluation is completed, a meeting will be scheduled to review the results of the evaluation with the team, including the parent. A determination of eligibility for special education services will be made at this meeting. If the student is eligible for special education services, the team will meet to develop an Individualized Education Plan (IEP). If the student is not eligible for special education services, recommendations will be made by the team for intervention.

ALL students, whether disabled or non-disabled, are afforded the opportunity to receive intervention

services through the Pyramid of Learning based on their level of need and support.

Courtesy of No Child Left Behind and Individuals with Disabilities Education Improvement Act the Pyramid of Learning is coming to a school near you. This challenges many schools to change their thought processes about how students are identified and determined eligible to obtain supplemental instruction as well as individualized interventions. Through the Pyramid of Learning all students will be afforded opportunities to receive intervention services immediately. It is important to keep in mind that interventions must be implemented with integrity and progress monitoring must take place to determine intervention effectiveness. As an academic or behavioral problem becomes more complicated, the intensity of the intervention program also increases. For maximum benefit, interventions should be put in place for at least 4-6 weeks before determining effectiveness.

The Marriage of SIP and IAT• SIP teams build the

pyramid– Inventory

interventions and build hierarchy of interventions

– Inventory all possible service providers

– Establish universal screening measures

– Establish criteria for students to access each intervention

• IAT implements the pyramid– Review student

assessment results and group students according to assessment criteria

– Monitor progress– Ensure fidelity of

interventions– Make adjustments in

student groupings

Putting the Pyramid of Learning into Practice SIP team members work throughout the year to establish the Pyramid of Learning. The Pyramid must include tiers of increasingly more intense interventions for both academic and behavioral supports. Overall, the focus is on the bottom tier, ensuring high-quality standards-based classroom instruction, differentiation/universal design, research-based instruction, and classroom performance measures.

• SIP team members inventory what interventions are currently available and create a hierarchy on the Pyramid of Learning.

• SIP team members evaluate existing interventions carefully, especially if data suggests unsatisfactory results. Are the interventions research-based? The team must determine if interventions will remain on the Pyramid.

• SIP team members will inventory all service providers available in the school building. • SIP team members will identify universal screening measures to assess student needs. • SIP team members will establish criteria for students to access each intervention identified on the

Pyramid of Learning • SIP team members will establish methods to review progress for individuals receiving Tier II or

Tier III intervention.


LANG!

100 Book Challenge

Core English - Holt



Double Period



Sample High School

Literacy Pyramid


CBI: Plato/Holt

The principal acts as the liaison between the SIP and IAT. The principal presents the Pyramid of Learning, as establish by the SIP team members, as well as the assessment data gathered and reviewed by the SIP team members to the IAT. Based on universal screening data and criteria established by the SIP students are placed in one of three categories; “no risk”, “some risk”, “high risk” of academic failure. These “groups” of students are then assigned to a particular tier of intervention based on criteria established by the SIP. For example, a group of third grade students who score at least two grade levels below expectancy in the area of basic reading skills, as assessed by Harcourt Reading Assessment, would receive intervention through the Speech and Language Therapist using Earobics. Progress monitoring data is collected on a weekly basis and is reviewed by the IAT members every four to six weeks to determine growth and need for the intervention. In some instances, a student will have made sufficient progress and will no longer be in need of that intensive level of intervention. In other cases, it may be determined that a student will need more support or a more intensive intervention program. Adjustments are made on a continuous basis depending on progress monitoring data.


LANG!

100 Book Challenge

Core English - Holt



Double Period



Sample High School

Literacy Pyramid


CBI: Plato/HoltEstablish criteria to access intervention

Group students based on criteria.

Monitor progress

Make adjustments based on findings

Individual students may be brought before the IAT review assessment data and be considered for intervention services. This will become particularly important for individuals who move into the building after universal screening information and initial intervention placement for the building has been established. Upon enrollment the IAT members should be given the new student’s name and district assessment data by the principal in order for the student to be given immediate consideration for intervention. Getting Your IAT Started

• Establish a team. Building Administrators should solicit volunteers for the IAT and have an established team by September 15 of each school year. Members of the IAT include an administrator, school psychologist, counselor (if in the building), one intervention specialist, and one classroom teacher. The principal may also want to consider speech and language therapists, instructors from major content areas, and grade level “experts”. Potential team members must know from the beginning what is expected of IAT members. IAT members work to implement the Pyramid of Learning as outlined in the individual building's School Improvement Plan. They will be expected to analyze group data, engage in progress monitoring, and ensure treatment integrity for interventions established in the school.

• Establish a meeting time and location. Building Administrators will work with the other

members of the IAT to establish a meeting schedule. It is recommended that buildings initially meet weekly to review progress monitoring information and make adjustments in the intervention that students are accessing.

• Become familiar with your building’s School Improvement Plan. It may be beneficial for the

IAT to meet with the SIP team to review the School Improvement Plan. During this meeting the


IAT should be informed of available intervention programs in the building, criteria needed to access the interventions, and assessment data available for review by the IAT when considering students for interventions.

• The IAT meeting. Although teams may be enthusiastic and want to begin by analyzing all the

students in the school, this may be a little too ambitious! Start small. Look at the school wide data and determine an obvious area of weakness. Maybe your suspension data shows your building to have one of the highest suspension rates in the district. The team should begin by examining that data and determining whether the student is at no risk for academic failure based on suspensions, some risk, or high risk. By examining the Pyramid of Learning established by the SIP, the IAT should ask, “What type of intervention is available for the students with some risk or with high risk for academic failure due to suspensions?” These two groups of students should then be assigned to the appropriate interventions. In some instances, the Pyramid of Learning may not have an intervention to address a particular area. In these cases, the IAT may research, design, and implement interventions that would be appropriate and scientific based. For example, a school may work to establish an incentive program to encourage students to attend school daily.

Remember… All students receive what they need.

You do not need a label to provide service.



IAT Meeting Checklist

Prior to the meeting ____Step One: Team members come to meeting with necessary documents such as

Intervention Documentation and Monitoring Form and Parent Notice of IAT Intervention Plan

At the meeting

*____Step Two: Team members review universal screening data for selected students. *____Step Three: Team members use the universal screening data and criteria

established in the SIP to group students according to levels of intervention need. *____Step Four: Subgroups are assigned to appropriate intervention. _____Step Five: Administrator or designee assigns team members to monitor progress

for subgroups. _____Step Six: Intervention Documentation and Monitoring Form is completed by

individual assigned to keep progress monitoring information. _____Step Seven: Team members establish follow up dates to review progress for each

subgroup. _____Step Eight: Team members review progress monitoring data for selected students. _____Step Nine: Team members determine if adjustments must be made to the

intervention program for students. Does the data indicate that the student needs a more or less intensive intervention?

_____Step Ten: Information is documented on the Intervention Documentation and Monitoring Form by the team member responsible for progress monitoring. All completed Intervention Documentation and Monitoring Forms are kept in the student’s cumulative record file.

_____Step Eleven: Follow up meeting is scheduled to review progress.

After the meeting _____Step Twelve: Parent Notice of IAT Intervention Plan is sent to parent/guardian by

the Administration or designee. _____Step Thirteen: Student begins receiving intervention. _____Step Fourteen: Progress monitoring data is collected by assigned individual. _____Step Fifteen: School Psychologists touch base with individuals implementing the

interventions and individual progress monitoring to ensure treatment fidelity. School Psychologists may wish to use the Fidelity of Intervention Checklist.

*May be completed by SIP team members.

Collaborative Data Based Decision Making Can Change Student Lives

__________________________________________________________________

We don’t just talk about the problem; We do something about it!!

Considerations for IATs The following guidelines will help your team work effectively and get results:

Obtain staff training on the Pyramid of Learning and Response to Intervention (RtI) processes. Core team members should seek more in-depth training on the details of the process and their roles. Ideally, parent groups should also receive information and training in the IAT process.

“No Data, No Meeting” IAT meetings should only be held if there is data to review, whether it

be universal screening data or individual progress monitoring information.

Remember: If any tests outside those given to the entire school in Tier I are suggested, the team must get written parental consent. For example, the Woodcock Johnson-III Tests of Academic Achievement (WJ-III) cannot be administered with proper parent consent, since the test is not given school-wide.

Make sure the interventions selected are possible within the school setting and are measurable.

Use the student’s strengths as the basis for selecting interventions.

Establish a close-ended time period for interventions to be implemented and reviewed. Allow enough time between implementation and review for the intervention to take effect. This will vary according to the type of intervention program and the individual circumstances, approximately 6 weeks is recommended to ensure that interventions have time to take effect.

Documentation of IAT material must be kept in the student’s cumulative record file.



Parents are afforded the opportunity to refer directly to the IAT for help for their child. If a parent requests a MFE or “testing,” whether verbally or in writing, a meeting must be scheduled to develop an action plan. It should be explained to parents that testing is conducted to determine eligibility for special education services and there is an intervention process that must occur before students are evaluated (assess current data, implement appropriate intervention program, documentation of success or failure of intervention). The meeting must be scheduled within 15 days from the date of referral to discuss concerns and develop an intervention plan for the student. The team must determine whether or not a disability is suspected at this meeting. Whether or not the team determines that a disability is suspected, the student must immediately be placed in an intervention program.

Federal regulations indicate that if the team determines that a disability is not suspected they are not required to conduct a MFE. The law also indicates that, if no previous interventions or referrals to an intervention team are documented, the team must implement an intervention plan before testing for special education is considered. The Prior Written Notice to Parents (PR-01) form must be completed and given to the parent at this meeting. The written notice services as an explanation of why the parents request for testing was refused.


Part 5: Interventions

Interventions: What is a scientifically based intervention? An intervention is a new strategy or modification of instruction or behavior management designed to help a student or group of students improve performance relative to a specific goal. In the context of problem-solving models, interventions are evidence-based strategies; that is, they have been proven effective in similar situations through well-designed research. Simply making a change is not really an intervention. For example, shortening assignments or moving the student’s desk is not really intervention, although a well-designed intervention might include such changes. An effective intervention is based on valid information about current performance and desired performance, is realistic for implementation in the current setting, is directed toward important and realistic goals, and defines success in measurable terms. School teams should implement research-based targeted and intensive interventions with fidelity for students who need them. When delivering interventions the following should be considered:

Inventory what interventions are available and develop an intervention hierarchy. Inventory all service providers. Think broadly (i.e., secretary, custodian, music teacher). Think critically about how to deliver a sound hierarchy of interventions to maximize

student achievement. Evaluate existing programs carefully, especially if data suggests unsatisfactory results.

This includes Title I and Special Education programs! Consider evidence-based ways to “stretch” capacity for interventions such as peer-

assisted instruction, optimal use of volunteers, or home-based support for instructional. Traits of Successful Interventions As a regular education support group, one of the primary functions of the IAT is to design and implement academic and behavioral intervention for students experiencing difficulties in the regular education setting. Possible interventions are as numerous and diverse as the students themselves. The most successful intervention will be those that

address the student’s specific individual needs and strengths have been based on teacher and parent input consider variables other than student performance (environment, personality conflict,

health, teaching styles, cultural differences, etc.) are objective and data-based so that effectiveness can be measured draw upon the expertise of educational specialists and resources are least intrusive, most natural, and most effective support the regular educator in implementing the interventions

Where to Find Evidence-Based Interventions IAT members within the Akron Public Schools have been provided a copy of the Akron Public Schools Intervention Manual. This manual contains numerous evidence-based interventions designed to help students improve academic and behavioral performance. Teams should refer to the Akron Public Schools Intervention Manual when selecting interventions. Additionally teams can find the Akron Public Schools Intervention Manual via the Akron Public Schools Office of Special Education Website.


Additionally, the following resources can be useful in finding additional evidence-based educational interventions. McCarney, S.B., & Cummins, K.K. (1988). The pre-referral intervention manual. The most common learning and behavior problems encountered in the educational environment. Columbia, MO: Hawthorne Educational Services. McCarney, S.B., & McCain, B.R. (1995). The behavior dimensions intervention manual. Columbia, MO: Hawthorne Educational Services. The What Works Clearinghouse (www.w-w-c.org or www.whatworks.ed.gov) established by the US Department of Education’s Institute of Education Sciences to provide educators, policymakers, and the public with a central, independent, and trusted source of scientific evidence of what works in education. The Promising Practices Network (www.promisingpractices.net) web site highlights problems and practices that credible research indicates are effective in improving outcomes for children, youth, and families. The International Campbell Collaboration (www.campbellcollaboration.org/Fralibrary.html) offers a registry of systematic reviews of evidence on the effects of interventions in the social, behavioral, and educational arenas. Intervention Central (www.interventioncentral.org) contains numerous evidenced based and teacher friendly interventions. Institute for the Development of Educational Achievement (http://reading.uoregon.edu/) Big Ideas in Beginning Reading focuses on the five BIG IDEAS of early literacy: phonemic awareness, alphabetic principle, fluency with text, vocabulary, and comprehension. The website includes definitions and descriptions of the research and theories behind each of the big ideas, describes how to assess the big ideas, gives information on how to teach the big ideas including instructional examples, and finally, shows you how to put it all together in your school. What Works in Classroom Instruction (www.mcrel.org/PDF/Instruction/5992TG_What_Works.pdf) this downloadable publication identifies instructional strategies that offer the greatest likelihood of positively affecting student learning. Suggestions for using each of the strategies in the classroom, along with a summary of relevant research, are included.

http://www.w-w-c.org/

http://www.promisingproactices.net/

http://www.campbellcollaboration.org/Fralibrary.html

http://www.interventioncentral.org/

http://reading.uoregon.edu/

Part 6: FORMS No manual would be complete without the inclusion of multiple forms. This section of the manual contains forms for the use of Intervention Assistance Teams to collect and record student data. Please make copies as your teams deem necessary. Forms included: Permission for Review IAT Meeting Checklist Intervention Documentation and Monitoring Form Parent Notice of IAT Intervention Plan Fidelity of Intervention Checklist Prior Written Notice (PR-01) Parent Invitation (PR-02)


TO: Parent CI-213 Records Control Officer

AKRON PUBLIC SCHOOLS CHILD STUDY DEPARTMENT

PERMISSION FOR REVIEW (Selected Testing)

I, ____________________________________, hereby give my permission for the (Parent/Legal Guardian/Surrogate) _____________________________________________ to respond to a request for assistance for (School District) __________________________________________________. (Name of Child) In giving my permission, I understand that any or all of the following may occur: 1) Review of relevant records (releases of information will be included);

2) Interviews with caregiver or myself;

3) Observation(s) of my child;

4) Assessment (e.g., curriculum-based, screening, and other appropriate measures to determine interventions); and/or

5) Other(please specify): ______________________________________________________________________________

__________________________________________________________________________________ I further understand and agree that the information collected by the school district will then be reviewed and the team will develop an intervention plan and designate the resources needed to implement these interventions. ___________________________________________ (Name of Parent/Legal Guardian/Surrogate) ___________________________________________ (Signature) _____________________________________ (Date)



IAT Meeting Checklist

Prior to the meeting ____Step One: Team members come to meeting with necessary documents such as

Intervention Documentation and Monitoring Form and Parent Notice of IAT Intervention Plan

At the meeting

*____Step Two: Team members review universal screening data for selected students. *____Step Three: Team members use the universal screening data and criteria

established in the SIP to group students according to levels of intervention need. *____Step Four: Subgroups are assigned to appropriate intervention. _____Step Five: Administrator or designee assigns team members to monitor progress

for subgroups. _____Step Six: Intervention Documentation and Monitoring Form is completed by

individual assigned to keep progress monitoring information. _____Step Seven: Team members establish follow up dates to review progress for each

subgroup. _____Step Eight: Team members review progress monitoring data for selected students. _____Step Nine: Team members determine if adjustments must be made to the

intervention program for students. Does the data indicate that the student needs a more or less intensive intervention?

_____Step Ten: Information is documented on the Intervention Documentation and Monitoring Form by the team member responsible for progress monitoring. All completed Intervention Documentation and Monitoring Forms are kept in the student’s cumulative record file.

_____Step Eleven: Follow up meeting is scheduled to review progress.

After the meeting _____Step Twelve: Parent Notice of IAT Intervention Plan is sent to parent/guardian by

the Administration or designee. _____Step Thirteen: Student begins receiving intervention. _____Step Fourteen: Progress monitoring data is collected by assigned individual. _____Step Fifteen: School Psychologists touch base with individuals implementing the

interventions and individual progress monitoring to ensure treatment fidelity. School Psychologists may wish to use the Fidelity of Intervention Checklist.

*May be completed by SIP team members.

AKRON PUBLIC SCHOOLS Documentation of Interventions

& Progress Monitoring

Intervention Group/Student Name(s)________________________________________ ________________________________________________________________________ Meeting Date____________________

I. Assessment data reviewed:


1-5%

5-10% Targeted

Interventions

80-90% High Quality Instruction/

School-wide Interventions

II. Recommended interventions:

Skill to be addressed: Frequency and duration of intervention: Criteria for intervention: Data will be monitored by:

)
(over


DATA

Monitored by__________________

Student N

ame_________________

Tier____________

Com

pletion date_________________

Baseline date___________________

DA

TE


AKRON PUBLIC SCHOOLS

PARENT NOTICE OF INTERVENTION ASSISTANCE TEAM INTERVENTION PLAN

Date_____________

Dear Parent/Guardian_______________________, The Intervention Assistance Team (IAT) met today to review ____________________’s assessment/testing data. It was determined that your child would benefit from receiving the following intervention(s): _______________________________________________________________________________________________________________________________________________________________________________________. These interventions are going be implemented to help your child succeed in school. Your child’s progress will be reviewed after ______weeks by the IAT to determine if adjustments need to be made to the intervention supports. If you have any questions please contact ______________________ at _________________. We look forward to assisting your child with his/her academic success. Sincerely, ___________________ IAT Chairperson


AKRON PUBLIC SCHOOLS Fidelity of Intervention Checklist

Was the intervention implemented as planned? Student Grade Intervention(s)

1. Were all instructional staff working with the

student aware of the intervention plan? 2. Were all instructional staff involved in

intervention(s) trained or capable of implementing intervention(s)?

3. Was the intervention(s) implemented? 4. Were the intervention(s) research

based?

5. Was the intervention plan followed step by step?

6. Were errors in implementation of the

intervention(s) eliminated?

7. Was there formative progress monitoring of the interventions?

8. Was baseline and response to

intervention data collected?

9. Were changes made to improve the effectiveness of the intervention(s)?

YES ____ ____ ____ ____ ____ ____ ____ ____ ____

NO ____ ____ ____ ____ ____ ____ ____ ____ ____


PRIOR WRITTEN NOTICE TO PARENTS

Date Student’s Full Name__________________________________________ Date of Birth_________________ This is to notify you of the district's action regarding ____________________'s educational program. 1. Description of the action: ____ Refusal to initiate an evaluation ____ Initial evaluation ____ Reevaluation ____ Expedited evaluation ____ Change of placement ____ Graduation from high school ____ IEP issues/meetings where the parent(s) disagree with the district ____ Due process hearing, or an expedited due process hearing, initiated by the district ____ Other (Describe action taken) ________________________________________________________________ 2. An explanation of why the school district is taking the action: __________________________________________ ___________________________________________________________________________________________ 3. A description of any other options the school district considered and the reasons why those options were

rejected: ___________________________________________________________________________ __________________________________________________________________________________ 4. A description of each evaluation procedure, test, record or report the school district uses as a basis for the

proposed or refused action: _____________________________________________________________________ ___________________________________________________________________________________________ 5. Other factors that are relevant: __________________________________________________________________ ___________________________________________________________________________________________ 6. Provision of procedural safeguards: As a parent of a child with a suspected or identified disability, you have procedural safeguard protection under

the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. Enclosed is a copy of your procedural safeguards. Please contact me if you have any questions about the action(s) described above, your rights, as described in the Procedural Safeguards Notice, or other related concerns.

Name Title Address Telephone ______________________________ City, State, and Zip E-mail School District


PARENT INVITATION

Date: Written Notice Number: To: From: I am inviting you to attend a meeting to discuss the educational needs of:

Student’s Full Name Date of Birth

PURPOSE FOR MEETING (Check all which apply): To determine if a child has a suspected disability To develop an evaluation plan To determine eligibility for services as a child with a

disability To develop, review, and/or revise the student’s IEP To determine reevaluation needs

To discuss transition from early childhood to school- age programs

To discuss transition from school-age to post- secondary programs/activities

To discuss disciplinary matters At your request to discuss: Other: _____

This conference has been scheduled for: Date: Time: Location: Other persons who have been invited to attend this meeting include:

Regular Education Teacher Student Other Speech and Language Pathologist School Psychologist

Special Education Teacher District Representative

You are welcome to bring any information, including formal or informal test results, work samples, etc., to the meeting. You may bring someone who has knowledge or special expertise regarding your child or someone to assist you at the meeting. If you would like to schedule the conference at a different time, date, or location, or if you require an interpreter, please contact: ____________________________________ at _____________________________________.

Call or complete and return to the student’s school.

Name of Student Birth Date__________________________ I will attend Another/Others will accompany me (optional) I will not attend

I would like this meeting rescheduled for the following suggested date and time: A bilingual or sign language interpreter is requested.

Yes No If Yes, specify language/mode of communication ________________________________________ Parent Signature: Date:


Part 7: Glossary Definitions of Terms: Accommodations: Accommodations are instructional tools that enable a student to more readily access curricular content or to more easily demonstrate understanding of that content. An example of an accommodation is using a calculator during math instruction because basic facts are not known and this interferes with the new learning. IDEIA: Individuals With Disabilities Education Improvement Act; (Federal law) IEP: Individualized Education Program (developed for students w/ disabilities) Intervention: An intervention is a new strategy or modification of instruction or behavior management designed to help a student or group of students improve performance relative to a specific goal. IAT Intervention Plan: A plan developed and monitored by the Intervention Assistance Team to assist a student or group of students in being successful with school curriculum Intervention Assistance Team: A school-based group composed of various school personnel, such as teacher, guidance counselors, school psychologists, and administrators who meet to provide assistance to students who are having academic and/or behavioral difficulties in school. The team is responsible for maintaining the Pyramid of Learning, linking assessment data to interventions, ensuring treatment fidelity, and monitoring student progress. Modification: Significant change made to the curriculum that enables a student to be successful. Modifications pertain to changing curricular objectives; most commonly they pertain to significant reductions in the traditional curriculum (for example, eliminating all but four of the 15 vocabulary words because only those four seem to have life application for the student in question). One Plan: School Improvement Plan at the Elementary Level. (See School Improvement Plan) One Plan Team: School Improvement Plan Team at the Elementary Level. (See School Improvement Plan Team) Problem Solving Model: A systematic approach to reviewing student strengths and weaknesses, identifying instructional interventions that address student academic and behavioral needs, collecting frequent data for monitoring student progress, and evaluating the effectiveness of interventions implemented with the student. Pyramid of Learning: a multi-tiered approach to execute systems of support in which the intensity of interventions increases as the complexity and intensity of academic and/or behavioral problems increase. Response to Intervention (RtI): a systematic and data-based method for identifying, defining, and resolving students’ academic and/or behavior difficulties. RtI uses a combination of high quality instruction, continuous progress monitoring of students’ performance, and a hierarchy of interventions to resolve students’ difficulties.


School Improvement Plan (SIP): The School Improvement Plan or One Plan is a document created by individual school buildings outlining how the building will utilize resources to maximize student achievement. School Improvement Plan Team (SIP Team): The SIP Team or One Plan Team is a school-based group of people whose purpose is to critically think about how to deliver a sound hierarchy of interventions to maximize student achievement. The primary focus of the SIP Team within the Pyramid of Learning process is to focus on high-quality standards-based classroom instruction, with differentiation of design and research-based instruction. Standard Protocol Approach: Use of the same empirically validated treatment for all children with similar problems in a given domain. Strategies: Strategies are techniques, principles, or rules that enable students to learn to solve problems, learn more effectively and efficiently, and complete tasks independently. Treatment Fidelity (Integrity): the degree to which an intervention is implemented as it was designed.

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