assistance team procedures 2011-2012 iredell-statesville schools rti edition

Assistance Team Assistance Team ProceduresProcedures2011-20122011-2012

Iredell-Statesville SchoolsIredell-Statesville Schools

RtI EditionRtI Edition

GoalsGoals Assistance Team Make-up, Goals and Assistance Team Make-up, Goals and

ResponsibilitiesResponsibilities Development of Resources at the School LevelDevelopment of Resources at the School Level Overview of Tier I and Tier II Forms and How Overview of Tier I and Tier II Forms and How

They Flow Into the Assistance Team ProcessThey Flow Into the Assistance Team Process Overview of the Assistance Team FormsOverview of the Assistance Team Forms Determining Skill Deficits, Choosing a Method Determining Skill Deficits, Choosing a Method

of Assessment, Data Collection Methods, of Assessment, Data Collection Methods, Progress Monitoring, and Data InterpretationProgress Monitoring, and Data Interpretation

Utilizing AIMSWEB and READING 3DUtilizing AIMSWEB and READING 3D Provide Research Based Intervention Provide Research Based Intervention

ResourcesResources Procedures for Parent ReferralsProcedures for Parent Referrals

Assistance Team WebsiteAssistance Team Website

ISS Website: ISS Website: DepartmentsDepartments

Curriculum and InstructionCurriculum and Instruction Assistance TeamAssistance Team

Assistance Team Forms Assistance Team Forms Assistance Team Tracking Form - RtIAssistance Team Tracking Form - RtI Intervention Resource LinksIntervention Resource Links Frequently Asked QuestionsFrequently Asked Questions School Wide Assistance Team Powerpoint – School Wide Assistance Team Powerpoint –

RtI EditionRtI Edition

Assistance or Pre-Assistance or Pre-Referral ProcessReferral Process

Created in 1985 in response to eligibility Created in 1985 in response to eligibility criteria for Special Educationcriteria for Special Education

The law requires that schools demonstrate The law requires that schools demonstrate the student’s difficulties are not due to the student’s difficulties are not due to issues such as sensory impairment, ESL issues such as sensory impairment, ESL issues, environmental issues, or a lack of issues, environmental issues, or a lack of instructioninstruction

The law requires that schools demonstrate The law requires that schools demonstrate valid attempts to solve the existing problem valid attempts to solve the existing problem through regular education strategies and through regular education strategies and interventionsinterventions

Percentage of Special Percentage of Special Education Referrals Education Referrals

Determined to Be EligibleDetermined to Be Eligible Current rate determined by looking at Current rate determined by looking at

both initial referrals from Assistance both initial referrals from Assistance Team plus Out of State TransfersTeam plus Out of State Transfers

Does NOT include S/L students served by Does NOT include S/L students served by Assistance Team in determining another Assistance Team in determining another area of eligibilityarea of eligibility

2009-2010: 61.6%2009-2010: 61.6% 2010-2011: 68.7% Improvement of 7.1%2010-2011: 68.7% Improvement of 7.1%

Percentage of Special Percentage of Special Education Referrals Education Referrals

Determined to Be EligibleDetermined to Be Eligible Non EC Students Plus S/L Students Non EC Students Plus S/L Students

Referred by Assistance Team for Referred by Assistance Team for Evaluation in 2009-2010: 51.8%Evaluation in 2009-2010: 51.8%

2010-2011: 61.2% Improvement of 2010-2011: 61.2% Improvement of 9.4%9.4%

Goal 90%Goal 90%

2009-2010 / 2010-11 2009-2010 / 2010-11 ComparisonComparison

EC Eligibility Rate by EC Eligibility Rate by Referral SourceReferral Source Teacher: 2009-2010: 62.5% Teacher: 2009-2010: 62.5%

2010-2011: 74.7%2010-2011: 74.7%

Parent (Student Enrolled in ISS): Parent (Student Enrolled in ISS): 2009-2010: 37.5% 2009-2010: 37.5% 2010-2011: 40%2010-2011: 40%

Parent (Private/Home School): Parent (Private/Home School): 2009-2010: 11% 2009-2010: 11%

2010-2010: 0%2010-2010: 0%

Students Involved in Students Involved in Assistance Team ProcessAssistance Team Process2009-2010 / 2010-20112009-2010 / 2010-2011

Began A Team Process Began A Team Process 2009-2010: 343 2009-2010: 343

2010-2011: 260 2010-2011: 260

Decrease of 32%Decrease of 32% Referred for EC Evaluation Referred for EC Evaluation

2009-2010: 301 (88%) 2009-2010: 301 (88%) 2010-2011: 188 (72%) 2010-2011: 188 (72%)

Decrease of 16%Decrease of 16%

Students Involved in Students Involved in Assistance Team ProcessAssistance Team Process

Of those referred by the Of those referred by the Assistance Team, number Assistance Team, number determined to be eligible for EC determined to be eligible for EC services: services:

2009-2010: 156 (52%) 2009-2010: 156 (52%) 2010-2011: 115 2010-2011: 115 (61.2%)(61.2%)

Improvement of 9.4%Improvement of 9.4%

Responsiveness to Responsiveness to InstructionInstruction

Tier I and Tier II paperwork take the Tier I and Tier II paperwork take the place of the Student Support Planplace of the Student Support Plan

The Assistance TeamThe Assistance Team Team of academic/behavioral advisors whose Team of academic/behavioral advisors whose

aim is to determine research based interventions aim is to determine research based interventions to assist studentsto assist students

K-5: Chairperson, K-2 Rep, 3-5 RepK-5: Chairperson, K-2 Rep, 3-5 Rep

Middle School: Chairperson, 6Middle School: Chairperson, 6thth Rep, 7 Rep, 7thth Rep, 8 Rep, 8thth RepRep

High School: Chairperson, English Rep, Math High School: Chairperson, English Rep, Math RepRep

Assistance Team Assistance Team Chairperson Chairperson

ResponsibilitiesResponsibilities Arrange School Wide Training on the Assistance Arrange School Wide Training on the Assistance

Team ProcessTeam Process Facilitate access to Assistance Team formsFacilitate access to Assistance Team forms Check RtI Tier I/Tier II and Assistance Team Check RtI Tier I/Tier II and Assistance Team

forms for required information forms for required information Facilitate Parental NotificationFacilitate Parental Notification Facilitate completion of observations, vision, Facilitate completion of observations, vision,

hearing, and speech/language screeningshearing, and speech/language screenings Schedule and facilitate Assistance Team Schedule and facilitate Assistance Team

meetings in a timely mannermeetings in a timely manner Facilitate data collection and recordingFacilitate data collection and recording

Assistance Team Assistance Team Chairperson Chairperson

ResponsibilitiesResponsibilities Deliver completed forms to Program Deliver completed forms to Program

Specialist if referred to Special Specialist if referred to Special EducationEducation

File forms in Cumulative File if not File forms in Cumulative File if not referred to Special Educationreferred to Special Education

Assistance Team Assistance Team TrackingTracking

Assistance Team Member Assistance Team Member ResponsibilitiesResponsibilities

Develop and maintain catalogue of school Develop and maintain catalogue of school intervention resources (what, where, who)intervention resources (what, where, who)

Facilitate determination of specific area of Facilitate determination of specific area of concernconcern

Facilitate determination of data to be used Facilitate determination of data to be used for baseline and progress monitoringfor baseline and progress monitoring

Determine appropriate research based Determine appropriate research based interventionsinterventions

Data interpretation and intervention Data interpretation and intervention adjustmentadjustment

Next Step decisionsNext Step decisions

Assistance Team ProcessAssistance Team Process

A teacher does not bring the student A teacher does not bring the student to the Assistance Team, the to the Assistance Team, the student’s data brings him/her to the student’s data brings him/her to the Assistance TeamAssistance Team

Assistance Team FormsAssistance Team Forms

Assistance Team Process: Assistance Team Process: Prior to Meeting 1Prior to Meeting 1

Obtain copy of RtI Tier I/Tier II Obtain copy of RtI Tier I/Tier II paperwork and check for paperwork and check for completeness. Make sure there are completeness. Make sure there are TWO documented parent contacts TWO documented parent contacts with dates.with dates.

Parental Notification of Screening is Parental Notification of Screening is sent (keep copy and record date on sent (keep copy and record date on A Team form)A Team form)

Parental Notification of Parental Notification of ScreeningScreening

Assistance Team Process: Assistance Team Process: Prior to Meeting 1 Prior to Meeting 1

If Tier I vision screening is current If Tier I vision screening is current within 6 months, record on A Team within 6 months, record on A Team Form. If not, request new vision Form. If not, request new vision screening from school nurse using screening from school nurse using Vision Screening formVision Screening form

Record results on A Team formRecord results on A Team form

Vision Screening FormVision Screening Form


Request school Speech Therapist to Request school Speech Therapist to complete hearing and speech complete hearing and speech language screening using the A language screening using the A Team Speech Screening Information Team Speech Screening Information form.form.

Record on A Team formRecord on A Team form

Hearing and Hearing and Speech/Language Speech/Language Screening Form Screening Form


Obtain third party Academic AND Obtain third party Academic AND Functional Observations:Functional Observations: Academic: Observation in the classroom Academic: Observation in the classroom

during instruction in the during instruction in the academic/behavioral area of concernacademic/behavioral area of concern

Functional: Observation in a Functional: Observation in a noninstructional setting focusing on the noninstructional setting focusing on the student’s ability to interact appropriately student’s ability to interact appropriately with others, conform to conventions, with others, conform to conventions, follow school procedures, etc.follow school procedures, etc.


Review previous evaluations Review previous evaluations Record previous results on A Team form Record previous results on A Team form

or attach copy of DEC 3or attach copy of DEC 3 Record what evidence exists which Record what evidence exists which

suggests the student is or is not more suggests the student is or is not more likely to meet eligibility for EC services likely to meet eligibility for EC services if assessed againif assessed again

Indicate on A Team form that Tier I and Indicate on A Team form that Tier I and Tier II copies are attached and completeTier II copies are attached and complete

Assistance Team Meeting Assistance Team Meeting 11

Review Existing DataReview Existing Data AttendanceAttendance ESLESL Previous EvaluationsPrevious Evaluations Relevant Social and Environmental Relevant Social and Environmental

FactorsFactors Sensory IssuesSensory Issues Medical InformationMedical Information Strategies utilized during Tier I and Tier IIStrategies utilized during Tier I and Tier II


Record specific Academic/Behavioral Area(s) of Concern Record specific Academic/Behavioral Area(s) of Concern (skill deficits)(skill deficits)

Determine and record what data will be used to supply Determine and record what data will be used to supply baseline and measure progress , must be consistent over baseline and measure progress , must be consistent over the course of the processthe course of the process If baseline data exists, assist teacher in recording this on If baseline data exists, assist teacher in recording this on

Progress Monitoring Chart for the student along with Progress Monitoring Chart for the student along with class average for each data pointclass average for each data point

If baseline data needs to be collected, such as in a If baseline data needs to be collected, such as in a behavioral referral, assist teacher in determining how to behavioral referral, assist teacher in determining how to collect this data and plan to reconvene to discuss collect this data and plan to reconvene to discuss interventions after data is collectedinterventions after data is collected

Record the current level of functioning in the area(s) of Record the current level of functioning in the area(s) of concernconcern

Intervention and Progress Monitoring Chart for each area Intervention and Progress Monitoring Chart for each area of concernof concern

Progress Monitoring Progress Monitoring ChartChart


Determine appropriate Research Determine appropriate Research Based Intervention(s) to be Based Intervention(s) to be implemented for each area of implemented for each area of concernconcern

Research Based Research Based InterventionsInterventions

“…“…have been shown through one or more have been shown through one or more valid research studies to help a student valid research studies to help a student improve academic, behavioral/emotional or improve academic, behavioral/emotional or functional skills. The interventions used functional skills. The interventions used prior to determining eligibility for special prior to determining eligibility for special education and related services must be education and related services must be designed to address the skills deficiency of designed to address the skills deficiency of the particular individual student.”the particular individual student.”

(Public Schools of North (Public Schools of North Carolina)Carolina)


Are NOT:Are NOT: Preferential SeatingPreferential Seating Praise and AttentionPraise and Attention Parent ContactsParent Contacts Doing MORE of the sameDoing MORE of the same Shortened AssignmentsShortened Assignments Stress BallStress Ball


Targeted assistance based on Targeted assistance based on Progress MonitoringProgress Monitoring

Administered by the classroom Administered by the classroom teacher, specialized teacher, or teacher, specialized teacher, or external interventionistexternal interventionist

Provides additional instruction and Provides additional instruction and can be individual, small group, can be individual, small group, and/or technology assistedand/or technology assisted

Intervention ChallengesIntervention Challenges

When? Finding TimeWhen? Finding Time Different implementation models at Different implementation models at

Elementary, Middle, and High Elementary, Middle, and High SchoolSchool

Must involve creativity and flexibilityMust involve creativity and flexibility Necessary to develop school Necessary to develop school

intervention resource bankintervention resource bank Insure intervention fidelity Insure intervention fidelity

Assistance Team Meeting 1: Assistance Team Meeting 1: Development of Interventions Development of Interventions

for Cycle 1for Cycle 1 Record intervention to be used under Record intervention to be used under

“Intervention Cycle 1” on page 1 of A Team “Intervention Cycle 1” on page 1 of A Team formform

Team signs under “Initial Assistance Team Team signs under “Initial Assistance Team Meeting and Development of Cycle 1 Meeting and Development of Cycle 1 Interventions” on page 3Interventions” on page 3

Record Date of Next Meeting to Review Record Date of Next Meeting to Review Progress on page 3 of A Team form. Must be a Progress on page 3 of A Team form. Must be a minimum of three weeksminimum of three weeks

During the First Cycle of Intervention, the During the First Cycle of Intervention, the referring teacher records student data and class referring teacher records student data and class average data on Progress Monitoring Chartaverage data on Progress Monitoring Chart

Progress MonitoringProgress Monitoring

Scientifically based practice used to Scientifically based practice used to assess student performance and evaluate assess student performance and evaluate effectiveness of instruction over timeeffectiveness of instruction over time

Current level of performance is Current level of performance is determined (baseline)determined (baseline)

Academic performance is measured on a Academic performance is measured on a regular basis (weekly) and is compared to regular basis (weekly) and is compared to expected rates of learning (class average)expected rates of learning (class average)

Interventions are adjusted to meet Interventions are adjusted to meet individual learning needsindividual learning needs

Progress Monitoring Progress Monitoring ChartChart

Assistance Team Meeting 2: Assistance Team Meeting 2: Review of Intervention Cycle 1 Review of Intervention Cycle 1

and Development of and Development of Interventions for Cycle 2Interventions for Cycle 2

Review effectiveness of Cycle 1 Intervention Review effectiveness of Cycle 1 Intervention and record results on Assistance Team form and record results on Assistance Team form under “Results of Intervention Cycle 1”under “Results of Intervention Cycle 1”

Next Step Decisions:Next Step Decisions: Continue current intervention if succeedingContinue current intervention if succeeding Stop Assistance Team Process (document reason Stop Assistance Team Process (document reason

for decision and file in cum file)for decision and file in cum file) Develop new intervention for Cycle 2 and record Develop new intervention for Cycle 2 and record

on Assistance Team form under “Intervention on Assistance Team form under “Intervention Cycle 2”Cycle 2”

Assistance Team Meeting 2: Assistance Team Meeting 2: Review of Intervention Cycle 1 Review of Intervention Cycle 1

and Development of and Development of Interventions for Cycle 2Interventions for Cycle 2

Team signs under “Review of Cycle 1 Team signs under “Review of Cycle 1 Interventions and Development of Interventions and Development of Cycle 2 Interventions” on page 3Cycle 2 Interventions” on page 3

Set date for next review meeting (a Set date for next review meeting (a minimum of 3 weeks)minimum of 3 weeks)

During the second cycle of During the second cycle of intervention, the referring teacher intervention, the referring teacher records student data and class average records student data and class average data on Progress Monitoring Chartdata on Progress Monitoring Chart

Assistance Team Meeting 3: Assistance Team Meeting 3: Review of Intervention Cycle 2 Review of Intervention Cycle 2 and Determination of Need for and Determination of Need for

Additional ActionAdditional Action

Review effectiveness of Cycle 2 Review effectiveness of Cycle 2 intervention and record results on intervention and record results on Assistance Team form under Assistance Team form under “Results of Intervention Cycle 2”“Results of Intervention Cycle 2”


Additional ActionAdditional Action

Record overall outcomes under Record overall outcomes under “Summary of Interventions “Summary of Interventions Outcomes and Basis for Decision” on Outcomes and Basis for Decision” on page 4.page 4.


Additional ActionAdditional Action Team DecisionTeam Decision Continue current interventionsContinue current interventions Modify interventions and continue Modify interventions and continue

Assistance Team processAssistance Team process Recommend for evaluation to IEP Recommend for evaluation to IEP

Committee OR reevaluation if current EC Committee OR reevaluation if current EC studentstudent

Stop Assistance Team processStop Assistance Team process OtherOther

Obtain SignaturesObtain Signatures

Following the Final Following the Final Assistance Team MeetingAssistance Team Meeting

Assistance Team chairperson Assistance Team chairperson delivers all paperwork to EC delivers all paperwork to EC Program Specialist signing off on Program Specialist signing off on date of deliverydate of delivery

EC Program Specialist reviews EC Program Specialist reviews process for completeness of forms process for completeness of forms and appropriateness of interventionsand appropriateness of interventions


If incomplete, EC Program Specialist If incomplete, EC Program Specialist returns forms to the Assistance Team returns forms to the Assistance Team Chairperson signed and dated with Chairperson signed and dated with reasons for corrective action neededreasons for corrective action needed

Assistance Team Chairperson returns Assistance Team Chairperson returns forms to EC Program Specialist following forms to EC Program Specialist following corrective actioncorrective action

EC Program Specialist again reviews EC Program Specialist again reviews process for completeness of forms and process for completeness of forms and appropriateness of interventionsappropriateness of interventions


EC Program Specialist signs and EC Program Specialist signs and records date Assistance Team forms records date Assistance Team forms are accepted as completeare accepted as complete

EC Program Specialist signs and EC Program Specialist signs and records date delivered to the IEP records date delivered to the IEP team facilitator team facilitator

Date of delivery is Referral to EC Date of delivery is Referral to EC date and begins the 90 day timelinedate and begins the 90 day timeline

ExamplesExamples

Using AIMSWEB and Using AIMSWEB and READING 3DREADING 3D

ScenariosScenarios

Speech Language Speech Language ReferralsReferrals

Issues involving articulation, voice, and Issues involving articulation, voice, and fluency, as well as a combination of fluency, as well as a combination of language plus one of the above issues, language plus one of the above issues, are referred directly to the are referred directly to the Speech/Language Pathologist.Speech/Language Pathologist.

Students with language issues ONLY Students with language issues ONLY must go through Tier I/ Tier II. must go through Tier I/ Tier II.

Contact your school speech/language Contact your school speech/language therapist who will assist with therapist who will assist with intervention and data collection intervention and data collection suggestions.suggestions.

What Do I Do When What Do I Do When Someone Hands Me a Someone Hands Me a

Parent Referral?Parent Referral?

Parent ReferralParent Referral

Discuss the process with the parent. Make Discuss the process with the parent. Make sure the parent understands what they are sure the parent understands what they are asking for.asking for.

Ask the parent what handicapping Ask the parent what handicapping condition he/she feels their student has.condition he/she feels their student has.

The referral must be in writing. If the The referral must be in writing. If the parent is unable to put the request in parent is unable to put the request in writing, we are obligated to assist him/her.writing, we are obligated to assist him/her.

However, do not ignore verbal requests!***However, do not ignore verbal requests!***


Teacher Referral: 90 day timeline Teacher Referral: 90 day timeline begins the day the Assistance Team begins the day the Assistance Team paperwork is delivered to the IEP paperwork is delivered to the IEP TeamTeam

Parent Referral: 90 day timeline Parent Referral: 90 day timeline begins the day the parent makes a begins the day the parent makes a written request for an evaluation to written request for an evaluation to determine eligibility for EC servicesdetermine eligibility for EC services


Of the 27 ninety day timeline overages in Of the 27 ninety day timeline overages in 2009-2010, 16 (59%) were parent referrals2009-2010, 16 (59%) were parent referrals

Utilizing the procedures implemented for Utilizing the procedures implemented for the 2010-11 school year, there were 6 the 2010-11 school year, there were 6 ninety day timeline overages for a decline ninety day timeline overages for a decline of 78%.of 78%.

Of these, only 1 was a parent referral.Of these, only 1 was a parent referral.

Parent Referral Parent Referral

Contrary to Popular Belief:Contrary to Popular Belief: A parent referral does NOT make the A parent referral does NOT make the

process easier, in fact, it becomes more process easier, in fact, it becomes more complicatedcomplicated

A parent referral does NOT remove A parent referral does NOT remove ANY of the required components ANY of the required components necessary to determine eligibility for necessary to determine eligibility for Exceptional Children’s servicesExceptional Children’s services


A parent referral DOES create a A parent referral DOES create a necessity to perform various necessity to perform various processes (Page 1 of Tier I, Tier II processes (Page 1 of Tier I, Tier II process, A Team interventions, process, A Team interventions, evaluation) simultaneously in order evaluation) simultaneously in order to meet the 90 day timelineto meet the 90 day timeline


**MAKE SURE ALL TEACHERS KNOW TO GIVE **MAKE SURE ALL TEACHERS KNOW TO GIVE PARENT REQUESTS TO THE ASSISTANCE PARENT REQUESTS TO THE ASSISTANCE TEAM CHAIRPERSON IMMEDIATELY**TEAM CHAIRPERSON IMMEDIATELY**

When you receive a parent referral, immediately When you receive a parent referral, immediately send the “Parental Notification of Screening”send the “Parental Notification of Screening”

Notify EVERYONE:Notify EVERYONE: School AdministratorSchool Administrator EC Program SpecialistEC Program Specialist EC IEP Team FacilitatorEC IEP Team Facilitator School PsychologistSchool Psychologist Current TeacherCurrent Teacher


Determine what information exists and Determine what information exists and what needs to be collectedwhat needs to be collected Is the student currently receiving services in Is the student currently receiving services in

Tier I or Tier II? If not, the regular teacher will Tier I or Tier II? If not, the regular teacher will need to begin this process immediately by need to begin this process immediately by completing the information on page 1 of the completing the information on page 1 of the Tier I paperwork. The regular teacher will then Tier I paperwork. The regular teacher will then immediately proceed with the Tier II process.immediately proceed with the Tier II process.

What screenings are needed (vision, hearing, What screenings are needed (vision, hearing, etc?)etc?)

Arrange for screenings and observations to be Arrange for screenings and observations to be completedcompleted

ParentParent ReferralReferral

Schedule first Assistance Team Schedule first Assistance Team meeting in conjunction with the IEP meeting in conjunction with the IEP Team Facilitator. The first A Team Team Facilitator. The first A Team meeting will also be the EC referral meeting will also be the EC referral meeting (IEP Team Facilitator will meeting (IEP Team Facilitator will invite parent using EC invitation form) invite parent using EC invitation form)

Parent is formally invited and Parent is formally invited and encouraged to attendencouraged to attend

Meeting should be held within 2 Meeting should be held within 2 weeks of request receipt weeks of request receipt


At this point the process runs the At this point the process runs the same as a teacher referral.same as a teacher referral.

Consult with Program Specialist to Consult with Program Specialist to insure that interventions and insure that interventions and progress monitoring processes are progress monitoring processes are appropriate.appropriate.

At the completion of the Assistance At the completion of the Assistance Team Process, the final meeting will Team Process, the final meeting will also occur concurrently with the EC also occur concurrently with the EC eligibility determination meeting.eligibility determination meeting.

Parent Referral Parent Referral ScenariosScenarios

assistance team procedures 2011-2012 iredell-statesville schools rti edition

Documents

assistance team meetings

assistance team procedures2011

assistance team processof

assistance team process2009

sl students

students difficulties

school leveloverview

eligiblenon ec students