3 Tiered Response to Intervention

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3 Tiered Response to Intervention
Hand in hand, together we can make a difference.

• Pasadena I. S. D.
• Revised 2005-2006

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Intervention Background Information

• Need for assistance for struggling learners.
• Greater accountability in SDAA and TAKS
• Reauthorization of IDEA-B will have more focus on
  academic performance

• Teaming and integration of campus support
  personnel along with staff development is
  critical to the plan for student Response to
  Intervention.

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INTERVENTION SUMMARY

• The primary focus of the Intervention Process is
  the identification and consideration of
  educational opportunities in the general
  classroom setting which may resolve students
  academic, social, emotional, communication or
  behavioral problem(s).

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• PURPOSE
• Through the implementation of general education
  classroom intervention strategies and/or specific
  targeted instruction from campus support
  services, the students Response to Intervention
  must be reviewed before a referral for an
  evaluation is made.

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• The Intervention Process is a multi-phased model
  based on the dual criteria of significantly low
  achievement and insufficient Response to
  Intervention.
• The model ensures students with specific needs
  will receive support in general education in a
  timely manner.
• Support services include collaboration with
  campus personnel such as Counselors, CIS, HOSTS,
  Title I , tutors, Dyslexia and Intervention,
  special education appraisers, etc.

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PASADENA ISD INTERVENTION PROCESS
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PHASE I

• Student experiences difficulty in Academic,
  Behavioral, Social, Emotional or Communication
  skills.
• Teacher consults with other teachers and support
  staff and begins classroom interventions
  documentation for a period of 4-6 weeks. If
  students classroom Response to Interventions is
  successful, the teacher continues with those
  interventions.
• If the student is not responding, the teacher
  requests Documentation of Parent Contact and
  Documentation of Student Data and Classroom
  Interventions forms.
• Forms IAT-02 and IAT-03.

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Phase I

• Request the following forms from
• Intervention Committee Chairperson
• Forms IAT-02 and IAT-03
• Documentation of Parent Contact
• Documentation of Student Data
• Classroom Interventions
• Return 1st two forms to Informal Intervention
  Meeting after 4-6 weeks
• of unsuccessful classroom interventions

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Once the paperwork has been requested, and the
Classroom Teacher Documentation of Parent Contact
form has been filled out, the 4-6 weeks of
documentations of interventions in the students
classroom(s) begins. Any campus support
persons, as well as other teachers, are available
to collaborate regarding possible student
interventions.
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• Exceptions
• Severe cases such as MR, CP, autism, etc.
• do not need to go through entire process
• however, a consultation must be
• requested and the Intervention Packet
• must be filled out to facilitate the referral
  
• for such cases.
• Forms IAT-13 IAT-14

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The Dyslexia and Intervention Specialist may

• Observe in the classroom.
• Work with a small group in the students
  classroom to determine students curriculum skill
  needs.
• Complete Informal Group Observation
• Offer suggestions for additional classroom
  interventions

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PHASE I

• At the time the teacher requests the Informal
  Assistance Team meeting, the Intervention
  Chairperson is to give the Nurse the Student
  Health History form. Form IAT-06
• Sections I and II of the form are to be filled
  out by the Nurse and taken to the meeting.
• If the student is later referred for an
  evaluation, the Nurse will fill out Sections III
  and IV.

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PHASE I INFORMAL INTERVENTIONASSISTANCE TEAM
(IAT) MEETINGBegins Phase IIA

• Teacher brings Parent Contact and Intervention
  Data forms to meeting
• IAT recommends interventions such as additional
  class interventions, tutoring, PAIR, HOSTS,
  working with Peer Facilitator, The Dyslexia and
  Intervention Specialist or other campus support
  programs.
• A plan Form IIA is created for each student and
  parent is given a copy of the plan.
• These actions move the student to Phase IIA

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PHASE IIA

• During Phase IIA the teacher continues with
  classroom intervention strategies by continuing
  Documentation of Interventions and fills out the
  Progress Report IAT- 10 and gives it to support
  person.
• The support person working with the student will
  work with the student using a diagnostic and
  prescriptive model and document on report
• Form IAT-09.
• At the end of the 4-6 weeks, an IAT meeting will
  review the students Response to Intervention to
  determine either to continue with just classroom
  interventions or move the student in to Phase IIB
  with a revised prescriptive plan.

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PHASE IIB

• During Phase IIB, the classroom teacher continues
  with interventions and documentation including
  the Progress Report.
• The support person continues working with the
  identified students.
• At this time, the Dyslexia and Intervention
  Specialist may pick up students who have been
  served in the campus support programs and require
  more intense skill instruction.

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PHASE IIB

• At the end of Phase IIB an IAT meeting will be
  held to review the following options
• The student will either continue with classroom
  interventions only, go on to Phase IIC or in some
  circumstances go on to Phase III for referral for
  assessment.

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PHASE IIB

• Toward the end of the 4-6 week session in Phase
  IIB, if the teacher and the support person
  believe the student will need a referral for
  assessment, the teacher requests and begins
  filling out the rest of the Intervention Packet.
• At the beginning of Phase IIC, the IAT determines
  if insufficient Response to Intervention warrants
  referral for assessment.

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PHASE IIB

• If the IAT believes a referral for assessment is
  warranted at this time, Phase IIC is filled out
  requesting the referral for an evaluation.
• The student continues in the intervention setting
  until the Phase III Formal Intervention
  Assistance Team meeting is held.

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PHASE IIC

• Teacher continues working with student using
  prescribed intervention strategies.
• Support person continues with new prescriptive
  curriculum skills recommended by the IAT.
• Classroom teacher completes the remainder of the
  Intervention Packet and Progress Report. Forms
  IAT-08 and IAT-11
• Teacher and support person request Formal IAT
  meeting to request referral for assessment.
  Parent is notified and invited.

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PHASE III FORMAL IAT MEETING

• Results of the Response to Intervention are
  reported to IAT.
• Student data is reviewed and considered for an
  assessment referral by the appropriate appraisal
  person.
• Decision for assessment is made by IAT.
• If student does not qualify for a specific
  program, he or she will return to Phase IIC.