Intervention Process for At-Risk Students

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Intervention Processfor At-Risk Students
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New and Improved butNot Really New
INTERVENTION TEAM
Response to Intervention TEAM
HELP-TEAM
STUDENT SUPPORT TEAM
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Intervention Team

• It doesnt really matter what it has been
  called or will be called. The purpose of this
  team is to help students that are struggling in
  some way. This usually refers to academics but
  can include emotional/behavioral/social concerns.

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Team Members

• Referring Teacher
• Guidance Counselor (keeps file)
• Parent
• Administrator
• Others (Reading Specialist, Intervention
  Specialist, Literacy Coach)

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Identify At-Risk Population

• It must be determined which students are
  at-risk. The lowest 10 in each grade level
  (not necessarily each classroom) will be our
  target group. This can include reading and math.
  
• During the first 4 weeks of school provide
  regular classroom instruction.

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How will that be determined?

• Grades 6 and Above
• Review state assessment scores for students
  scoring not proficient

• Grades 1 and 2
• Administer assessment to all students
• Review previous years testing
• Review any other previous assessments

• Grades 3-5
• Administer assessment to all students
• Review previous years testing
• Review state assessment scores for students
  scoring not proficient

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What about Kindergarten?

• Kindergarteners need more time for adjustment to
  school. Review of DIBELS, Scott Foresman and
  Saxon math data should take place at the end of
  the first semester. Begin process at this time.

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Initial Intervention Team Meeting

• The initial meeting should take place after
  students have been identified. Referring teacher
  should complete the Intervention Team Referral
  Form.

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What do we do?

• Review data with all personnel in attendance
• Answer questions
• Get permission for vision/hearing screenings and
  tests (see permission form) if last screening was
  over 1 year.
• Brainstorm interventions (interventions must be
  research-validated)

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Give us a chance!

• It is very important that each student
  have the opportunity to be successful in the
  classroom with general education instruction.
  During the first 3 weeks of school each child has
  an equal opportunity to make progress.

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Week Three

• During the third week of school the reading
  specialist will be asked to complete a screening
  on each child that has been identified.
  Recommendations for interventions should be made
  at that time. Other interventions may have been
  agreed upon during the initial Intervention Team
  meeting.

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What about Math?

• Although it is uncommon in the lower grades for
  students to be referred based only on math
  difficulties, it does sometimes happen. It is
  suggested that the teacher determine a screening
  that can be used to provide a basis for
  interventions

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Week 4 Interventions Begin

• Interventions begin (3 x per week for 30 minutes
  each time)
• Teacher/reading specialist/ Intervention
  Specialist collect data (see data collection
  form)
• Suggested personnel to implement interventions
  teacher, teacher assistant, reading specialist
• See suggested intervention form

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Week Five

• Interventions Continue (Students must continue to
  receive instruction in subject area with
  classmates may be modified. Intervention must
  be scheduled at an alternate time.)
• Intervention Specialist will complete a probe on
  each child in intervention program.

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Weeks Six and Seven

• Interventions continue on a regular basis (3 x
  per week for 30 minutes)
• Intervention Specialist completes a probe at the
  end of the seventh week

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Weeks Eight and Nine

• Interventions continue on a regular basis (3 x
  per week for 30 minutes)
• Intervention Specialist completes a probe at the
  end of the ninth week

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At the end of the first nine weeks you should
have the following data

• Intervention data
• Intervention Specialist probe data
• K-TEA if needed (counselor)
• K-BIT if needed (counselor)

• Classroom assignments
• Classroom tests
• Reading specialist screening report
• Math screening if needed
• TCAP data (if available)

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Second Intervention Team Meeting

• At the end of the nine weeks a second meeting
  should take place. The original members of the
  team should be present.
• If the student has shown progress the
  interventions continue through the first
  semester. At that time another review should
  take place.

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Has student shown adequate progress?

• YES
• Continue interventions.

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Has student shown adequate progress?

• No
• Go to next step.

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Request for Further Testing

• If the student has not made progress, the
  intervention team should invite members of the
  schools special education staff to this meeting.
  It is at this point that the school should
  request permission for additional testing. The
  responsibility for testing is placed on special
  education personnel.

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Special Education Referral Process

• 40 day turn around from date on parent permission
  form.
• Data collected (but not limited to) within the 40
  day window
• IQ Test
• Behavior checklist
• Parent survey
• Achievement test

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Eligibility Meeting

• Parent
• Administrator
• Referring Teacher
• Special Education Teacher
• School Psychologist

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Promotion and Retention Policy
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Exceptional Children Support Staff Schedule
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Intervention FormsFound at both the Teachers
and Administrators Link

• Questions?