Intervention
Process
for At-Risk
Students
New and Improved… but
Not 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)
STEP


1
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.
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 6 and
Grades 3-5:
Above:
 Administer
assessment to all  Review state
assessment scores
students
for students
 Review previous
scoring “not
years’ testing
proficient”
 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.
STEP
2
Initial
Intervention
Team Meeting
The initial meeting
should take place
after students have
been identified.
Referring teacher
should complete the
Intervention Team
Referral Form.
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
STEP




3
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
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)
STEP
4
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.
Has student shown adequate
progress?

YES
Continue interventions.
Has student shown adequate
progress?

No
Go to next step.
STEP
5
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.
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
STEP





6
Eligibility
Meeting
Parent
Administrator
Referring Teacher
Special Education Teacher
School Psychologist
Promotion and Retention Policy
Exceptional Children Support
Staff Schedule
Assessment Specialists
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Rush Strong
New Market
Jefferson Middle
Dandridge
Piedmont
Amanda Doty
Talbott
White Pine
Jefferson
Elementary
Maury
JCHS
Debbie Webb
Jefferson Middle
Rush Strong
Piedmont
New Market
Jefferson
Elementary
Denise Walker
JCHS
Maury
Talbott
White Pine
Dandridge
JCHS/DES
Cindy Stelzman
Occupational Therapists
Julie Ennis
Diane
Overhiser
Dandridge
Jefferson
Elementary
DES/PES/WP/MMS
Dandridge
DES/PES/WP/MM
S
JES/RS/NM/JES
Talbott/JES
JES/RS/NM/JES
Jefferson
Elementary
GATE
Debbie Canada
WP/RS
Jefferson
Elementary
PES/NM/JMS
Maury
TES/DES
Questions?
Intervention Forms
Found at both the
Teachers and
Administrators Link