1. The InterventionThe Intervention
Assistance TeamAssistance Team
(IAT)/Building Level(IAT)/Building Level
Team (BLT) Process:Team (BLT) Process:
******
Procedures and guidelinesProcedures and guidelines
for Zane Trace’s Pre-referralfor Zane Trace’s Pre-referral
student assistance system.student assistance system.

2. The Terminology…The Terminology…
At Zane Trace, we have two names forAt Zane Trace, we have two names for
the same thing:the same thing:
Building Level Team (BLT)Building Level Team (BLT) at theat the
elementary levelelementary level
&&
Intervention Assistance TeamIntervention Assistance Team
(IAT)(IAT) for the upper gradesfor the upper grades

3. More Terminology…More Terminology…
 Baseline Phase:Baseline Phase: this phase in one inthis phase in one in
which the teacher collects and records datawhich the teacher collects and records data
on the variable of interest (i.e., on/off-taskon the variable of interest (i.e., on/off-task
behavior, words correct/minute, homeworkbehavior, words correct/minute, homework
completion rates, grades, etc.) A minimumcompletion rates, grades, etc.) A minimum
of three baseline data points should beof three baseline data points should be
collected before the intervention of choicecollected before the intervention of choice
is implemented.is implemented.
 Intervention Phase:Intervention Phase: this phase is one inthis phase is one in
which the teacher introduces thewhich the teacher introduces the
intervention and then collects data on it.intervention and then collects data on it.

4. Graphed Intervention:Graphed Intervention:
Sample GraphSample Graph
Time On-Task
0
10
20
30
40
50
60
70
80
90
100
Sessions
%
Series1 84.6 82.3 76.9 85.7 100 86.6 82.3 85
Series2 46.1 35.2 69.2 50 50 33.3 52.9 65
1 2 3 4 5 6 7 8
Baseline 1
InterventionB-2
M.C

5. Terminology continued…Terminology continued…
 Intervention:Intervention:

6. What is an IAT/BLT??What is an IAT/BLT??
 A) A system for providing assistance in identifyingA) A system for providing assistance in identifying
areas of concern, developing a hypothesis toareas of concern, developing a hypothesis to
address the concern, and creating a plan toaddress the concern, and creating a plan to
improve student performance.improve student performance.
 B) A system for tracking the success of studentB) A system for tracking the success of student
interventions.interventions.
 C) Embedded professional development for thoseC) Embedded professional development for those
involved in the process.involved in the process.
 D) A positive, problem-solving process to helpD) A positive, problem-solving process to help
students and expand the tool box of ideas tostudents and expand the tool box of ideas to
address current and future problems.address current and future problems.

7. IAT/BLT’s are not…IAT/BLT’s are not…
1) …intended to dictate interventions1) …intended to dictate interventions
to teachers or tell them how to runto teachers or tell them how to run
their classrooms.their classrooms.
2) …intended to simply serve as2) …intended to simply serve as
‘hoops’ which much be jumped‘hoops’ which much be jumped
through to have students tested forthrough to have students tested for
special education placement.special education placement.

8. Why are we doing this??Why are we doing this??
 Interventions are being done in theInterventions are being done in the
classroom everyday. One goal of theclassroom everyday. One goal of the
IAT process in to strengthen our abilityIAT process in to strengthen our ability
to make data-based decisions. Byto make data-based decisions. By
maintaining data on the interventionsmaintaining data on the interventions
we already do, as well as the ones wewe already do, as well as the ones we
decide to implement as a result of thedecide to implement as a result of the
IAT process, we will be able to moreIAT process, we will be able to more
efficiently deliver the level of assistanceefficiently deliver the level of assistance
our struggling students need.our struggling students need.

9. Why are we doing this?Why are we doing this?
• Add stuff about IDEA mandateAdd stuff about IDEA mandate
• Also goal of keeping kids in classroom thatAlso goal of keeping kids in classroom that
can succeed if only they get the right levelscan succeed if only they get the right levels
of support rather than put them in special edof support rather than put them in special ed
(look for wording in RTI literature).(look for wording in RTI literature).

10. Forms??Forms??
• Scan some of the district forms in??Scan some of the district forms in??
• What are we doing to support this?What are we doing to support this?
• Intervention library—etc.Intervention library—etc.

11. Z.T.’s IAT ProcessZ.T.’s IAT Process
#1) Start a folder specific to the#1) Start a folder specific to the
intervention process for all relevantintervention process for all relevant
paperwork (including referralpaperwork (including referral
problem, interventions conducted,problem, interventions conducted,
charting, homework/class workcharting, homework/class work
samples, R-PAS scores, and anysamples, R-PAS scores, and any
other work/relevant informationother work/relevant information
related to the student.related to the student.

12. Z.T. IAT Process Continued…Z.T. IAT Process Continued…
#2) With fellow grade level#2) With fellow grade level
teachers, identify specificteachers, identify specific
problem the student inproblem the student in
question is having andquestion is having and
brainstorm an appropriate,brainstorm an appropriate,
research-based intervention.research-based intervention.

13. Z.T. IAT Process Continued…Z.T. IAT Process Continued…
 **NoteNote: The parent/guardian: The parent/guardian
must be informed by phonemust be informed by phone
or written notice of theor written notice of the
intervention process. Referintervention process. Refer
to the IAT paperwork packetto the IAT paperwork packet
for the appropriate forms.for the appropriate forms.

14. Z.T. IAT Process Continued…Z.T. IAT Process Continued…
#3) Fill out#3) Fill out Referral toReferral to
Intervention Assistance TeamIntervention Assistance Team
(IAT)(IAT),, Documentation ofDocumentation of
InterventionsInterventions form, and includeform, and include
any supporting documentationany supporting documentation
(i.e., student work samples). The(i.e., student work samples). The
IAT will review this paperwork atIAT will review this paperwork at
its next meeting.its next meeting.

15. Z.T. IAT Process Continued…Z.T. IAT Process Continued…
 Interventions are to be specificInterventions are to be specific
and measurable and must beand measurable and must be
graphed for the 6 to 8 weeksgraphed for the 6 to 8 weeks
(min. 3 weeks baseline & 3(min. 3 weeks baseline & 3
weeks intervention). Thisweeks intervention). This
should demonstrate a ‘cause andshould demonstrate a ‘cause and
effect’ of the intervention—oreffect’ of the intervention—or
lack thereof, if you will.lack thereof, if you will.

16. Z.T. IAT Process Continued…Z.T. IAT Process Continued…
#4) If the intervention is working, then#4) If the intervention is working, then
continue. If the intervention is notcontinue. If the intervention is not
working after the time of 6 to 8 weeks,working after the time of 6 to 8 weeks,
bring the student back up to yourbring the student back up to your
fellow teachers to research anotherfellow teachers to research another
intervention to be used. Then, if theintervention to be used. Then, if the
second intervention does not work,second intervention does not work,
then submit to the IAT/BLT.then submit to the IAT/BLT.

17. Zane Trace’s IAT Process
Initial
Referral Meeting
Follow-up
Intervention not
Working
[Brainstorm new
Intervention to try]
Follow-up
Intervention Working
[STOP]
If problems resurface,
referring teachers ask for
student to be placed on
agenda again.
Follow-up
Intervention not Working
[Brainstorm new Interventions
to try]
Follow-up
Interventions Working
[STOP]
Follow-up
Data indicates concerns require a
referral to special ed. for MFE
Follow-up
Intervention Working
[STOP]