Intervention Process for At-Risk Students. New and Improved… but Not Really New.

Intervention Process

for At-Risk Students

New and Improved… butNot Really New

Intervention Team

It doesn’t 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.

Team Members

•Referring Teacher

•Guidance Counselor (keeps file)

•Parent

•Administrator

•Others (Reading Specialist, Intervention Specialist, Literacy Coach)

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.

STEP1

How will that be determined?

Grades 1 and 2: Administer

assessment to all students

Review previous year’s 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”

Grades 6 and Above:

Review state assessment scores for students scoring “not proficient”

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.

Initial Intervention Team Meeting

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

STEP2

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)

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.

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.

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

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

STEP3

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.

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

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

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

Classroom assignments

Classroom tests Reading specialist

screening report Math screening if

needed TCAP data (if

available)

Intervention data Intervention

Specialist probe data K-TEA if needed

(counselor) K-BIT if needed

(counselor)

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.

STEP4

Has student shown adequate progress?

YESContinue interventions.

Has student shown adequate progress?

NoGo to next step.

Request for Further Testing

If the student has not made progress, the intervention team should invite members of the school’s 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.

STEP5

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

Eligibility Meeting

Parent Administrator Referring Teacher Special Education Teacher School Psychologist

STEP6

Promotion and Retention Policy

Exceptional Children Support Staff Schedule

Assessment Specialists

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Cindy Stelzman Rush Strong New Market Jefferson Middle Dandridge Piedmont

Amanda Doty Talbott White PineJefferson

Elementary Maury JCHS

Debbie Webb Jefferson Middle Rush Strong Piedmont New MarketJefferson

Elementary

Denise Walker JCHS Maury Talbott White Pine Dandridge

Occupational Therapists

Julie Ennis Dandridge DES/PES/WP/MMS DandridgeDES/PES/WP/

MMS JCHS/DES

Diane Overhiser

Jefferson Elementary JES/RS/NM/JES Talbott/JES JES/RS/NM/JES

Jefferson Elementary

GATE          

Debbie Canada WP/RSJefferson

Elementary PES/NM/JMS Maury TES/DES

Intervention FormsFound at both the

Teachers and Administrators Link

Questions?