Presentation on theme: "Intervention Process for At-Risk Students. New and Improved… but Not Really New."— Presentation transcript:
Intervention Process for At-Risk Students
New and Improved… but Not Really New
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.
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. STEP 1
How will that be determined? 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 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. STEP 2
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 STEP 3
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. STEP 4
Has student shown adequate progress? YES Continue interventions.
Has student shown adequate progress? No Go to next step.
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. STEP 5
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 STEP 6
Promotion and Retention Policy
Exceptional Children Support Staff Schedule Assessment Specialists MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY Cindy StelzmanRush StrongNew MarketJefferson MiddleDandridgePiedmont Amanda DotyTalbottWhite Pine Jefferson ElementaryMauryJCHS Debbie WebbJefferson MiddleRush StrongPiedmontNew Market Jefferson Elementary Denise WalkerJCHSMauryTalbottWhite PineDandridge Occupational Therapists Julie EnnisDandridgeDES/PES/WP/MMSDandridge DES/PES/WP/MM SJCHS/DES Diane Overhiser Jefferson ElementaryJES/RS/NM/JESTalbott/JESJES/RS/NM/JES Jefferson Elementary GATE Debbie CanadaWP/RS Jefferson ElementaryPES/NM/JMSMauryTES/DES
Intervention Forms Intervention Forms Found at both the Teachers and Administrators Link Questions?