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

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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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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.

Intervention Background Information

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

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  • Through the implementation of general education classroom intervention strategies and/or specific targeted instruction from campus support services, the student’s 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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  • 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 student’s 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 andClassroom 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 student’s classroom(s) begins. Any campus support persons, as well as other teachers, are available to collaborate regarding possible student interventions.

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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 student’s classroom to determine student’s curriculum skill needs.

  • Complete “Informal Group Observation”

  • Offer suggestions for additional classroom interventions

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  • 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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  • 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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  • During Phase IIA the teacher continues with classroom intervention strategies by continuing Documentation of Interventionsand 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 student’s 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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  • 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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  • 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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  • 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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  • 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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  • 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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  • 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.

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