1. Intervention Assistance Team and
Response to Intervention
Parking lot for questions – sticky notes on tables.

2. 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
Purposes at ES, MS, HS may be a bit different- dropout prevention, PGP, literacy, promotion/retention, etc.-

3. Agenda What are the IAT and RtI?
How does the IAT facilitate the RtI process?
What are some tools for an effective IAT and implementation of the RtI process?
What is the process for identifying and providing intervention?
What are some student intervention resources for RtI:A & RtI:B, and where can you find them?
How and when do you make a referral to special education?
What are your next steps?
The Interventions Office, in collaboration with the Department of Social and Emotional Learning and the Office of Special Education Services, will offer Response to Intervention/Intervention Assistance Team (RtI/IAT) professional development for IAT chairpersons, team members, campus administrators, diagnosticians, speech/language pathologists, licensed specialists in school psychology, and other campus/district personnel. Participants will learn the primary role of the IAT, the RtI process, tools to identify students who might need support, available interventions to consider, the referral process, and resources available to support campuses in meeting student needs. In addition, federal, state, and district requirements for RtI, dyslexia, and special education will be reviewed.
Know what RtI and IAT are, and understand how the IAT facilitates the RtI process
Understand the process of identification for Tier 2 and Tier 3 services (including dyslexia, SEL, etc.)
Connect RtI to daily data-driven instruction (DDI) and assessment
Articulate examples of Tier 1, 2, and 3 interventions/supports and how to monitor and document students’ progress (including Chancery RtI/PGP screen)
Be introduced to the referral process so that your team can make appropriate student referrals
To Understand:
RtI: Why is it so familiar but so foreign?
Federal direction with ESSA- MTSS/RtI
State stance on RtI
District Expectations for IAT
Confounding of Special Education aims/needs
Principal’s goals- making progress and reaching achievement goals
Add new Behavior/SEL focus

4. 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.
General education: early intervention to prevent failure, future remediationj and/or failure.
IAT meetings occur regularly, throughout the school year, beginning in August. Campus level – schoolwide data reviews, monitor fidelity/implementation of interventions, oversee RtI processs; Grade-level PLCs
Students pick up where they ended previous school year/summer school; review of data at BOY; BOY universal screener
IAT addresses academics, behavior/SEL. WHOLE Child. Therefore teams must collaborate. Cannot continue to act in silos anymore. Must work together for student success
All referrals go to IAT, both Section 504 and IAT. In addition, a teacher who may NOT be referring a student but may simply need assistance with intervention may come to the IAT for that assistance.

5. RtI is required for a special education referral.
Myth Busters
RtI 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.
6. A referral may occur at any time and may be immediate. It is not always necessary to process through the tiers. Examples (or elicit some): autism, speech impediment, hearing , vision, dyslexia (with rationale)
Um, no. Just have rationale/reason making referral. However, while the case proceeds through the referral process, the teacher should be providing interventions.
Evaluation specialists are available to assist throughout the process: suggestions of interventions; teach how to implement; more formal at Tier 3
No, small percent.
Yes., likely nurse.
Other myths out there?

6. HISD School guidelines
Page 6

7. TEA: RtI tools

8. 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.
Interventions: holistic approach, not a lot of separate programs
The Every Student Succeeds Act (ESSA)- Dec. 10, replaces No Child Left Behind (NCLB)
3 references to MTSS
School-wide tiered model
Multi-tier system of supports
“Targeted assistance to students” without any reference to an LD identification model
A school-wide tiered model to prevent and address problem behavior and early intervening services coordinated with similar activities and services under the IDEA…and repeat for literacy services…and ELL services…

9. 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
“The final regulations reinforce the statutory requirement that states have robust, multi-indicator statewide accountability systems for all public schools, including all public charter schools, underscoring the flexibility they have to choose new indicators that create a more holistic view of student success. (bold in document, not added by JDM)

10. 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
Academic and Behavioral interventions: reciprocal relationship

11. DISTRICT VISION AND GOALS
Global Graduate Profile
All students reading on grade level
Equity of opportunity for every student to achieve their full potential

12. The WHY?
The IAT and RtI are how a school organizes all of its efforts to achieve these goals

13. What is IAT? What is RtI? (RtI:A and RtI:B) Definitions
Table Discussion

14. Intervention Assistance Team Problem-solving focus
What is IAT?
Intervention Assistance Team
Problem-solving focus
Intervention is the goal
Multidisciplinary to bring diverse solutions
Coordinates interventions
Facilitates the RtI process
The all- how we co
Team: More than one; decisions made by team, NOT one person

15. 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

16. The five pillars of RtI

17. Intervention Assistance Team
Natalie
WHAT – coordinates the activities of RTI
A group of educators with diverse training and experience who convene regularly to discuss, problem solve, and coordinate early intervention efforts for struggling students
Establishes a comprehensive assessment and intervention process to support students in need of academic and behavioral supports.
Although IAT is primarily a general education initiative, all evaluation personnel is expected to participate in provision of appropriate interventions regardless of whether the student is in general education or special education.
IAT is designed as early intervention to prevent long-term academic failure.
IAT is primarily a general education initiative designed to provide the necessary support as soon as a student shows signs of academic or behavioral struggle.
Interventions are systematically applied at increasing levels of intensity and focus, and are derived from research-based practices.

18. Coordinates a series of tasks to facilitate the RtI process
What Does the IAT do?
Coordinates a series of tasks to facilitate the RtI 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

19. IAT meetings Jennifer When
The IAT should establish regularly scheduled meetings to ensure that assistance and recommendations are provided to the teacher, student, and parent. 
Campus decision – daily, weekly or bi-monthly
Expectation – minimum should be established and regularly scheduled

20. Who should be on the iat? Natalie WHO Campus administrator or designee
Evaluation Specialist, Licensed Specialist in School Psychology, Speech/Language Pathologist, Occupational/Physical Therapist, and other relevant specialists. Special Education personnel are a valuable resource in distinguishing between a learning difference and a potential disability.
Classroom teacher
Special education teacher
Parent, nurse, counselor, social worker

21. 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

25. Iat and rti timeline- hisd

26. Interventions Office Website
Tools for iat
Interventions Office Website
PD sessions
Forms
Links
Tools/Rubrics
Handout

27. What is rti?: Essential components
Screening
Schoolwide, multi-level instructional prevention system:
Primary (Tier1)
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
As noted in the definition, the National Center on Response to Intervention has identified four essential components that make up RTI.
Screening – a system for identifying students at risk for poor learning outcomes.
Multi-level prevention system – at least three increasingly intense levels of instructional support.
Primary, which is the core instruction and curriculum.
Secondary, which is in addition to the primary level and provides supports targeted to students’ needs.
Tertiary, also supplemental to primary, but more intense than secondary.
Progress monitoring – a system for monitoring the effectiveness of the supports provided to students.
Data-based decision making for
Instruction – determining who needs assistance, what type of instruction or assistance is needed, whether the duration and intensity are sufficient.
Movement within the multi-level system – when to move students to something more or less intense, who is responding and/or not responding.
Disability identification – when to refer for special education evaluation, how the student compares to his or her peers, did he or she receive appropriate instruction. This, of course, is in accordance with the state law.
Evaluating the effectiveness of the intervention

28. RtI: Problem Solving (Elementary)
Assessment
Interventions
Progress Monitoring
Diagnostics
Student Instructional Level
Supplemental Interventions
120 min per week additional 5%
Progress Monitoring
Diagnostics
Student Instructional Level
Supplemental Interventions
90 min per week additional
15%
Universal Screening
Progress Monitoring
Grade Level
Instruction/ Support
80%

29. MTSS/RtI: Problem Solving (Secondary)
Assessment
Interventions
Progress Monitoring
Diagnostics
Student Instructional Level
Supplemental Interventions
During Scheduled Class Period 5%
Progress Monitoring
Diagnostics
Student Instructional Level
Supplemental Interventions
Additional Instruction during Scheduled Class Period
15%
Universal Screening
(Up to 9th Grade)
Grade Level
Instruction/ Support
80%

31. Response to Intervention
On-going assessment
Data Driven Instruction
Progress Monitoring
Universal Screening
Mi Mi
Works within RtI to coordinate a series of tasks; facilitates the RtI process
Universal screenings
Progress monitoring
School-wide data review to trigger the intervention process
Academic and behavioral interventions
Facilitates all referrals for Section 504 or Special education
Includes those in which intervention is not needed!

32. Data Driven Instruction
a student does not need to advance through each tier of RTI before a referral is made.
Tier II
Data Driven Instruction
Progress Monitoring
Mi Mi

33. RtI and IAT. . . . Interventions Interventions Interventions
IAT and/or
IAT and/or
IAT and/or
IAT and/or
IAT and/or
Referral
Referral
Referral
Referral
Referral
Interventions
Interventions
Interventions
Interventions
Mi Mi

34. Response to intervention
Remember our RtI 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.

35. Video Resources from Experts

36. Who really is the slow learner? ”
Question
“If an educator keeps using the same strategies over and over and the student keeps failing,
Who really is the slow learner? ”
Michael Rettig
Professor, Emeritus James Madison University

37. RTI
Jennifer

38. District Philosophy
The 1st 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-consultation- instruction/intervention
Data review meetings, collaboration of various campus teams
Reduce isolation of groups meeting on campus
Looking at trends across time, in specific content areas, grade levels, teachers, etc.
academic/behavior relationship; attendance; opportunity to learn, etc.

39. 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

40. Steps to the IAT Process
Tier 1
Universal Screener
Monitor progress for Tier 1 interventions
Discuss in PLC
Document interventions in Chancery
Tier 2
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
If interventions are not successful, the IAT Team will discuss if a Special Education evaluation is appropriate

42. Universal Screener* Progress Monitoring* Who is in tier I? *Handout
Jennifer/Lorenzo/Cheval
NO DATA POINT STANDS ALONE!
Information for IAT to consider
Running records
Circle Assessment (K)
Over-age reports
Excessive absences and/or tardies
Office referrals/discipline reports
Snapshot data
Benchmark/Common assessments
Curriculum-based assessments
Universal Screener
Administered three times per year
Identifies students who may be at-risk
Reading
Elementary and middle school: Istation, running records
High school: Reading Inventory
Mathematics
Progress Monitoring
Istation: monthly and on-demand assessments
Fluency assessment
Anecdotal records
Common assessments
HUB assessments
*Handout

43. Example . . . Mi Mi 111 first graders Grade level 1.4 = 175 lexile
66 students = lexiles below 175
56 students = lexile of 0
59% (66/111) of first graders should be receiving interventions and documented in RtI/PGP screen

44. Example . . . Mi Mi 111 first graders 66 students = lexiles below 175
56 students = lexile of 0
Grade level 1.4 = 175 lexile
59% (66/111) of first graders should be receiving interventions and documented in RtI/PGP screen

45. 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
Jennifer/Lorenzo/Cheval

46. IAT Tier I Progress-monitoring Tier 3 Tier 2 Universal Screening
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
1. _______________________________ 2. ______________________________
3. _______________________________
1. _____________________________
2. _____________________________
3. _____________________________
IAT
Tier 3
Tier 2
Universal Screening
Progress-monitoring
______________________________
1. ______________
2. ______________
3. ______________
Jennifer/Lorenzo/Cheval
See handout
Complete activity (relative to discipline)
Briefly describe
Foundation – without solid foundation, all falls apart.
Core instruction (academic/behavior): ongoing for all students
Foundation
Universal interventions
Differentiated instruction and early intervention
Periodic assessment to monitor growth
80%+ students successful
Tier I

48. IAT Progress-monitoring Tier 3 Tier 2 Universal Screening
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
1. _______________________________ 2. ______________________________
3. _______________________________
1. _____________________________
2. _____________________________
3. _____________________________
IAT
Tier 3
Tier 2
Progress-monitoring
______________________________
1. ______________
2. ______________
3. ______________
Universal Screening
Jennifer/Lorenzo/Cheval

49. Supplemental instruction/intervention
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
Jennifer/Lorenzo
In addition to core instruction; does not replace; students continue core instruction

50. IAT Tier 2 Progress-monitoring Tier 3 Tier 2 Universal Screening
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
1. _______________________________ 2. ______________________________
3. _______________________________
1. _____________________________
2. _____________________________
3. _____________________________
IAT
Tier 3
Tier 2
Universal Screening
Progress-monitoring
______________________________
1. ______________
2. ______________
3. ______________
Tier 2
Jennifer/Lorenzo
Select and tailor interventions to meet (handout: Decision-making chart)
Menu of options available at campus
Often handled at grade level/department level/team/PLC acting as IAT
Briefly describe; ways to intensify

52. 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.
Jennifer
Progress monitoring tools should measure the intervention.
Consider writing a measurable goal to focus the instruction and data keeping.
Why? Goals focus both instruction and data to be collected.
Vague Examples:
The student will improve her reading.
The student will correctly solve math problems.

53. 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

54. IAT Progress-monitoring Tier 3 Tier 2 Universal Screening
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
1. _______________________________ 2. ______________________________
3. _______________________________
1. _____________________________
2. _____________________________
3. _____________________________
IAT
Tier 3
Tier 2
Universal Screening
Progress-monitoring
______________________________
1. ______________
2. ______________
3. ______________
Jennifer
Activity

55. Discontinue
Continue
Change
Jennifer

56. I. Level of Learning II. Rate of Learning Jennifer
When do I move from one tier to another tier?
Level of learning hasn’t changed
Rate of learning hasn’t changed
Is the student deriving similar education benefit from the same classroom as nondisabled peers?
II. Rate of Learning

57. Intensifying Instruction
Time
Group size
Content
High-yield strategies
Targets students’ strengths and areas for growth
Explicit, systematic instruction
Jennifer/Lorenzo
FOCUS: Acceleration
Tier 2: 3-6 small group
Tier 3: one-on-one or 1-3 small group; usually change of teacher/specialist
Wanzek, 2015

58. Discontinue
Continue
Change
Jennifer

59. 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
Jennifer
Continue in core instruction, too; does not replace

60. IAT Tier 3 Progress-monitoring Tier 2 Universal Screening
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
1. _______________________________ 2. ______________________________
3. _______________________________
1. _____________________________
2. _____________________________
3. _____________________________
IAT
Tier 2
Universal Screening
Progress-monitoring
______________________________
1. ______________
2. ______________
3. ______________
Tier 3
Jennifer
Briefly describe
Those who do not respond = good candidates for referral.

62. Resources for IAT and RTI:B and RTI:A
Tools for Managing Problem Behaviors
Goalbook Access Request
Goalbook – Lorenzo
Kurzweil – Shuk
Tools - Shuk
Kurzweil 3000 (
Scan-to-read/text-to-speech software integrated across research/reading through the writing process.
Used to provide digital word study tools (spell checker, dictionary, thesaurus, translation, word prediction, floating word lists) to increase vocabulary skills in the reading and the writing process.

63. Resources for IAT and RTI:A
MATH: Texas GOMath! Student Edition, Interactive Student Edition, Assessment Guide, Math on-the-spot Videos, RTI Tier 2 & 3 lessons, Enrichment activities, Grab & Go! Activities, ELL Activity Guide
SCIENCE: In the Planning Guide, there is link to Response to Intervention activities. Example: Teacher Edition (TE) on p. 109M

64. 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

65. A Few Resources for RTI:A
MindPlay 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?
Handouts
Sticky notes

66. Iat decision making and documentation
Remember our RtI 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.

67. 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)
Natalie
For example: Cerebral Palsy, Down’s Syndrome, etc., severe autism

68. What is your goal? Shuk Top 10 reasons to use RTI/PGP Chancery screen:
Appraisals – bring artifact
Record travels with students
Chancery is your report card – your detail is in your IAT folder (this data supports your Chancery record)

69. Shuk

70. Other Benefits of the rTi/PGP chancery tool
Can be used as an artifact in teacher appraisals
Can be used as a formal and central document in parent meetings
Allows interventions to electronically travel between HISD schools
Allows interventions to roll into the next year. Receiving teachers should always be aware of the prior teachers’ interventions
Serves as the teacher component of IAT paperwork.  

71. Making a referral When? By whom?
Existing data indicate a possible disability condition exists
Documented classroom interventions have not produced expected outcomes
Anyone who knows or suspects a child presents with a disability
- Parent/guardian
- Teacher or school staff
- Certified service provider
Shuk

72. Making a referral What data to submit? Who processes referrals?
Assessment data
Intervention information
Work samples
Anecdotal notes
Behavior charts (if applicable)
External reports (if any)
Any other helpful information
Campus IAT together with campus evaluation team member(s) review and answer all referrals
The RtI process should not be used to defer or delay the processing of a referral
Shuk

73. Making a referral When may referrals not be appropriate?
When must a referral be made immediately?
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
Existing data indicate a possible condition that requires specialized services
Examples: autism, blind, deaf, stuttering, dyslexia
Shuk
Parent Referral – mention here

74. More information on the referral process

75. Case Study 1: lily Lu Work in groups of 3
Read Lily’s Student Profile Chart
With the help of the Top Ten IAT Questions, complete an action plan worksheet for Lily
Shuk Wa and Cheval
Suspected disability: dyslexia
Presenting problems: adjustment to new environment and learning system; language barriers
Refer immediately for dyslexia evaluation
Need to provide assistance with language problems and adjustment issues

76. Case Study 2: Jimmy Johnson
Work in groups of 3
Read Jimmy’s Student Profile Chart
With the help of the Top Ten IAT Questions, complete an action plan worksheet for Jimmy
Shuk Wa and Cheval
No suspected disability at this time
Presenting problems: attention seeking, social skills deficits, communication problem, low self esteem, slow learner, inadequate assistance at home
Needs assistance with communication and social skills, academic supports, and increase in self-esteem (possibly through personal strengths in art and drawing)

77. What next steps will you take to develop your IAT?
IAT Next Steps
What next steps will you take to develop your IAT?
(Revisit rubric in handout)

78. What next steps will you take to develop the 5 pillars of RTI?
RTI Next Steps
What next steps will you take to develop the 5 pillars of RTI?

79. IAT FAQ coming soon (http://www.houstonisd.org/Page/137095)
Help is Available!
IAT FAQ coming soon (
Access information on the district’s Response to Intervention (RtI) initiatives at
All Special Education Referral Forms (excluding Chancery Reports) are located at the Special Education Operating Guidelines Website

80. Interventions Office personnel Campus behavior coordinators
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

81. Contacts Natalie Blasingame, Ed.D.
Assistant Superintendent for Academic Interventions
(713)
Mary Miner
Program Manager, (713)
Shuk Wa Wong, PhD
Sr. Manager, Special Education
(713)
REMINDER:
Parking lot Questions

82. Exit slip