Intervention Assistance Team and Response to Intervention HISD

Intervention Assistance Team and Response to Intervention HISD LEADER ADAPTABLE & PRODUCTIVE COLLEGE-READY LEARNER CRITICAL THINKER SKILLED COMMUNICATOR RESPONSIBLE DECISION MAKER

OUR PURPOSE • Help our students • Organize the ways you help our students a bit better and ensure no students slip through the cracks • Help coordinate the efforts of multiple committees to look at students in a cohesive, systematic way, taking into consideration the varying purposes at the elementary and secondary levels • Bring everyone’s best thinking to the table so that interventions/supports address the whole child HISD LEADER ADAPTABLE & PRODUCTIVE COLLEGE-READY LEARNER CRITICAL THINKER SKILLED COMMUNICATOR RESPONSIBLE DECISION MAKER 2

AGENDA • What are the IAT and Rt. I? • How does the IAT facilitate the Rt. I process? • What are some tools for an effective IAT and implementation of the Rt. I process? • What is the process for identifying and providing intervention? • What are some student intervention resources for Rt. I: A & Rt. I: B, and where can you find them? • How and when do you make a referral to special education? • What are your next steps? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 3

ACTIVATE SCHEMA: MYTH BUSTERS • IAT is a function of (general/ special) education. Choose one. • IAT meetings are only held in the spring semester. • All students start at Tier 1 at the beginning of the school year. • IAT addresses only academics. • Students being considered for Section 504 are required to go through IAT. HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 4

MYTH BUSTERS • Rt. I is required for a special education referral. • Students suspected of dyslexia must go through tiers of intervention. • Istation is the sole determinant for reading intervention at the elementary level. • Evaluation specialists can only get involved at Tier III. • Most students receiving intervention are referred to special education. • IAT can contact a student’s physician. HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 5

HISD SCHOOL GUIDELINES http: //www. houstonisd. org/Page/33269 HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 6

TEA: RTI TOOLS HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 7

FEDERAL PERSPECTIVE: ESSA Every Student Succeeds Act (ESSA), Dec. 2015: – School-wide tiered system of supports – Targeted assistance to students without reference to LD Identification – Coordinates multiple services to prevent and address problem behaviors and academic supports such as literacy services, ELL services, etc. 8 HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

ESSA ACCOUNTABILITY: IT’S NOT JUST STUDENTS ON THE BUBBLE “The final regulations provide states with flexibility in their indicators to recognize the academic achievement of all students, including those who have not yet reached proficiency or that have attained advanced levels, to reduce the focus solely on students “on the bubble” at the exclusion of others. ESSA Fact Sheet, 11/28/16 ESSA Fact Sheet: Accountability: It's Not Just Students on the Bubble HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 9

CAMPUS VISION AND GOALS • School Improvement Plans, SDMC Minutes, Appraisal Goals, PLC Agendas, Professional Development sessions, Assessment programs…. • What do they all have in common? GOAL OF IMPROVING ACADEMIC ACHIEVEMENT HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 10

DISTRICT VISION AND GOALS • Global Graduate Profile • All students reading on grade level • Equity of opportunity for every student to achieve their full potential HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 11

THE WHY? The IAT and Rt. I are how a school organizes all of its efforts to achieve these goals HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 12

DEFINITIONS • What is IAT? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR • What is Rt. I? (Rt. I: A and Rt. I: B) PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 13

WHAT IS IAT? • • • Intervention Assistance Team Problem-solving focus Intervention is the goal Multidisciplinary to bring diverse solutions Coordinates interventions Facilitates the Rt. I process HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 14

WHAT IS RTI? (RTI: A AND RTI: B) Process for delivering scientifically based instruction and interventions to facilitate student learning of academics (A) and behavior (B) • Belief that all children can be taught using high-quality instruction in the general education setting • Intervention occurs early when learning and behavior problems are small using universal strategies • To meet student academic and behavioral needs we apply graduated levels of interventions (tiers) • Progress is monitored • All decisions are data-based HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 15

THE FIVE PILLARS OF RTI HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 16

INTERVENTION ASSISTANCE TEAM HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 17

WHAT DOES THE IAT DO? • Coordinates a series of tasks to facilitate the Rt. I process – Universal screenings – Progress monitoring – School-wide data review to trigger the intervention process – Academic and behavioral interventions • Facilitates all referrals for Section 504 and special education – Includes students who do not need interventions first HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

IAT MEETINGS HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 19

WHO SHOULD BE ON THE IAT? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 20

CHARACTERISTICS OF STRONG PROCESSES § § § Meeting Norms are honored Collection of meaningful data Culture of collaboration between programs Guaranteed and viable strategies and supports are available There is a process to measure progress HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

IAT AND RTI TIMELINE- HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 25

TOOLS FOR IAT • Interventions Office Website – PD sessions – Forms – Links – Tools/Rubrics – Handout HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 26

WHAT IS RTI? : ESSENTIAL COMPONENTS • Screening • Schoolwide, multi-level instructional prevention system: – Primary (Tier 1) – Secondary -(Tier 2) – Tertiary (Tier 3) • Progress monitoring • Data-based decision making for: – – Instructional decision making Movement within the multi-level system Disability identification (in accordance with state law) Evaluating the effectiveness of the intervention HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 27

RTI: PROBLEM SOLVING (ELEMENTARY) Assessment Progress Monitoring Diagnostics Interventions Student Instructional Level Supplemental Interventions 120 min per week additional 5% Progress Monitoring Diagnostics Universal Screening Progress Monitoring 15% Student Instructional Level Supplemental Interventions 90 min per week additional Grade Level Instruction/ Support 80% HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

MTSS/RTI: PROBLEM SOLVING (SECONDARY) Assessment Progress Monitoring Diagnostics Interventions Student Instructional Level Supplemental Interventions During Scheduled Class Period 5% Progress Monitoring Diagnostics 15% Universal Screening (Up to 9 th Grade) Student Instructional Level Supplemental Interventions Additional Instruction during Scheduled Class Period Grade Level Instruction/ Support 80% HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 30

Interventions HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR IAT Re and fer /or ra l IAT Re an fer d/o r ra l IAT Re and fer /o ra r l RTI AND IAT. . Interventions PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 33

RESPONSE TO INTERVENTION Remember our Rt. I goal is to close gaps in student learning and behavior, modify our interventions in response to student progress, and show that those gaps have been closed. HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 34

VIDEO RESOURCES FROM EXPERTS HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 35

QUESTION “If an educator keeps using the same strategies over and the student keeps failing, Who really is the slow learner? ” Michael Rettig Professor, Emeritus James Madison University HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

RTI 37 HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

DISTRICT PHILOSOPHY • The 1 st intervention is always effective classroom instruction and classroom management which yield high rates of academic engagement. • The teams always use the model of problem solving-consultationinstruction/intervention HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

APPLYING THE PRINCIPLES TO YOUR CAMPUS Putting it together on your campus in your context • Where do I start? • Dive in with identifying students for tiers of support HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 39

STEPS TO THE IAT PROCESS • Tier 1 • • • Tier 2 • • Universal Screener Monitor progress for Tier 1 interventions Discuss in PLC Document interventions in Chancery Implement Tier 2 interventions and monitor progress Discuss in Grade Level Support Meeting Document in Chancery Tier 3 • • IAT Meeting Teacher Specialist or Interventionist will start Tier 3 interventions and monitor progress Document in Chancery If interventions are not successful, the IAT Team will discuss if a Special Education evaluation is appropriate HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 41

WHO IS IN TIER I? • Universal Screener* • Progress Monitoring* *Handout HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

EXAMPLE. . . HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 44

TIER I CORE INSTRUCTION AND UNIVERAL INTERVENTIONS • Core instruction (academic/behavior): ongoing for all students • Foundation • Universal interventions • Differentiated instruction and early intervention • Periodic assessment to monitor growth • 80%+ students successful HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

Progress-monitoring 1. Tier 3 1. 1. _______ IAT Tier 2 _______________ 2. ______________________________ 3. _______ 1. _______________ 2. _______________ 3. _______________ Universal Screening Tier I 1. ________________ 2. _______________ 3. ________________ 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 46

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 47

Progress-monitoring 1. Tier 3 1. 1. _______ IAT Tier 2 _______________ 2. ______________________________ 3. _______ 1. _______________ 2. _______________ 3. _______________ Universal Screening 1. ________________ 2. _______________ 3. ________________ 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 48

TIER II INTERVENTIONS • • Supplemental instruction/intervention In addition to Tier I, core instruction Complement Tier I instruction (alignment) Small groups: 3 -6 students, homogeneous Classroom teacher or interventionist Progress monitoring 10 -15% students HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

Progress-monitoring 1. Tier 3 1. 1. _______ IAT Tier 2 Universal Screening _______________ 2. ______________________________ 3. _______ 1. _______________ 2. _______________ 3. _______________ 1. ________________ 2. _______________ 3. ________________ 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 50

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 51

PROGRESS MONITORING FOR LITERACY GOAL • What is your goal? • How will you measure it? Specific Goal Examples: • After 6 weeks of practice analyzing the clues in the word problem, the student will explain why they chose the correct operation to solve the problem in 4 of 5 opportunities. • After 6 weeks, the student will begin 3 of 4 assignments within 2 minutes of the instruction being given. • After 9 weeks, the student will be reading at a DRA level 12. HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 52

PROGRESS MONITORING FOR A LITERACY GOAL Literacy Examples: • Istation: monthly and on-demand assessments • Running records • Fluency assessment • Anecdotal records • Common assessments • Curriculum-based assessments • HUB assessments HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 53

Progress-monitoring 1. Tier 3 1. 1. _______ IAT Tier 2 _______________ 2. ______________________________ 3. _______ 1. _______________ 2. _______________ 3. _______________ Universal Screening 1. ________________ 2. _______________ 3. ________________ 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 54

Discontinue Change HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 55

I. Level of Learning II. Rate of Learning HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 56

INTENSIFYING INSTRUCTION • Time • Group size • Content – High-yield strategies – Targets students’ strengths and areas for growth • Explicit, systematic instruction Wanzek, 2015 HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 57

Discontinue Change HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 58

TIER III INTERVENTIONS – Intensive, individualized, specialized interventions – In addition to Tier I, core instruction – Small groups, one-on-one instruction: 1 -3 students – Often interventionist – Progress monitoring – 5 -10% students HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN

Progress-monitoring 1. Tier 3 1. 1. _______ IAT Tier 2 _______________ 2. ______________________________ 3. _______ 1. _______________ 2. _______________ 3. _______________ Universal Screening 1. ________________ 2. _______________ 3. ________________ 1. ________________________________________ 2. ________________________________________ 3. ________________________________________ HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 60

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 61

RESOURCES FOR IAT AND RTI: B AND RTI: A • Tools for Managing Problem Behaviors • Goalbook Access Request HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 62

RESOURCES FOR IAT AND RTI: A HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 63

A FEW RESOURCES FOR WRAP-AROUND SERVICES Bea Marquez, Dropout Prevention • Truancy law: refer to counseling and/or social services • Community Youth Services (CYS) Directory • HISD Family and Community Engagement (FACE) Resource Guide for Schools • Family and Community Service Agency Partners • Student Case Workers: case management, brainstorm with IAT (list per campus) • Coordination with Graduation Support Committee HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 64

A FEW RESOURCES FOR RTI: A • • Mind. Play for foundational literacy (cost) APEX Tutorials (see handout, table) Ascend Math (pilot available) NWEA MAP math screener, diagnostic assessment, and Skills Navigator (cost) • What others are you using with success? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 65

IAT DECISION MAKING AND DOCUMENTATION Remember our Rt. I goal is to close gaps in student learning, modify our interventions in response to student progress, and show that those gaps have been closed. • If progress is not happening at the rate or level expected, we need to document our problem-solving process and determine if a referral to diagnose a disability is warranted. HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 66

WHEN THE IAT DOESN’T GO THROUGH RTI Students suspected of a developmental delay, health condition, vision impairments, hearing impairments or an intellectual disability are most likely not good candidates for the RTI process. These students can be referred for special education evaluation without first attempting RTI. Progression through tiered intervention is not required in order to begin the identification of dyslexia. (The Texas Dyslexia Handbook, 2014, p. 14) HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 67

What is your goal? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 68

HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 69

OTHER BENEFITS OF THE RTI/PGP CHANCERY TOOL 1. Can be used as an artifact in teacher appraisals 2. Can be used as a formal and central document in parent meetings 3. Allows interventions to electronically travel between HISD schools 4. Allows interventions to roll into the next year. Receiving teachers should always be aware of the prior teachers’ interventions 5. Serves as the teacher component of IAT paperwork. HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 70

MAKING A REFERRAL When? By whom? • Existing data indicate a possible disability condition exists • Anyone who knows or suspects a child presents with a disability • Documented classroom interventions have not produced expected outcomes HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT - Parent/guardian - Teacher or school staff - Certified service provider LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 71

MAKING A REFERRAL What data to submit? Who processes referrals? • • Campus IAT together with campus evaluation team member(s) review and answer all referrals Assessment data Intervention information Work samples Anecdotal notes Behavior charts (if applicable) External reports (if any) Any other helpful information HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR • PERSONALIZED LEARNING ARCHITECT The Rt. I process should not be used to defer or delay the processing of a referral LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 72

MAKING A REFERRAL When may referrals not be appropriate? When must a referral be made immediately? • • Existing data indicate a possible condition that requires specialized services • Examples: autism, blind, deaf, stuttering, dyslexia • • Student has lacked appropriate instruction in reading and/or math Student is an English language learner with primarily culturally- or linguistically-based language acquisition difficulties Student has had extended absences Student has had repeated change of schools Student has had an inconsistent or inappropriate educational program HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 73

MORE INFORMATION ON THE REFERRAL PROCESS http: //hisdoses. wikispaces. com/Referral+for+Initial+Evaluation HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 74

IAT NEXT STEPS • What next steps will you take to develop your IAT? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 77

RTI NEXT STEPS • What next steps will you take to develop the 5 pillars of RTI? HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 78

HELP IS AVAILABLE! • IAT FAQ coming soon (http: //www. houstonisd. org/Page/137095) • Access information on the district’s Response to Intervention (Rt. I) initiatives at http: //www. houstonisd. org/Page/137095 • All Special Education Referral Forms (excluding Chancery Reports) are located at the Special Education Operating Guidelines Website HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 79

HELP IS AVAILABLE! • Interventions Office personnel • Campus behavior coordinators • Campus dyslexia interventionists, instructional specialists, teacher development specialists • Multilingual program specialists • HUB resources • Curriculum Department/content-area specialists • Diagnosticians, LSSPs, and Special Education program specialists assigned to campus HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 80

CONTACTS • Natalie Blasingame, Ed. D. Assistant Superintendent for Academic Interventions (713) 556 -7122 nblasing@Houstonisd. org • Mary Miner Program Manager, (713) 556 -7122 mminer@houstonisd. org • Shuk Wa Wong, Ph. D Sr. Manager, Special Education (713) 434 -4717 swong@houstonisd. org HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 81

EXIT SLIP HISD DEEPER-LEARNING CULTIVATOR SOCIAL & EMOTIONAL LEARNING FACILITATOR PERSONALIZED LEARNING ARCHITECT LITERACY DEVELOPER LIFELONG LEARNER DATA DRIVEN 82