THE INTERVENTION ASSISTANCE

TEAM (IAT) and Intervention Program

HANDBOOK

Paramount Charter
Academy
2017-2018 School Year

T1-Primary prevention: High
quality core instruction that
: meets the needs of most
students. *Instruction should be
structured around formative
assessment process including
times for enhancement and
adjustment opportunities.
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T2- Secondary Prevention:
Evidence-based interventions
of moderate intensity that
addresses the learning
challenges of most at-risk
students. *Weekly workshop
interventions are designed and
documented primarily by the
classroom teacher.
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T3- Tertiary Prevention:
Individualized interventions of
increased intensity for
students who show minimal
response to secondary
prevention. * Weekly
workshop interventions are
designed and documented
primarily by school specialists
and may include after-school
targeted tutoring.

Paramount Three-Tier Tier I
Model of Instruction
Core Reading Program
Focus Quality, comprehensive
reading/language arts
instruction for all students
Type of Learner Students working at or
above grade level and
students receiving added
strategic supplemental
intervention
Type of Teacher Classroom Teacher
Program K-5 Reading Street
6-8 Holt Literature
Instructional Support Explicit, systematic
instruction with repeated
opportunities for practice
and review
Instruction Time 90 minutes K-5/week
70 minutes 6-8/week
Classroom General education
Setting/Grouping classroom with flexible
groupings
Assessment Plan Progress monitoring
assessments/Fall, Winter,
Spring assessments using
NWEA
Professional Ongoing training specific
Development to core reading/language
arts program and the
aligned research
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Tier II Tier III
Strategic Supplemental Intensive Intervention
Intervention
Strategic intervention Customized, stand alone,
programs, strategies and intensive and sustained
procedures that support, intervention for students
enhance, and/or who still have acute
supplement Tier I core reading difficulties, despite
reading instruction efforts in Tiers I and II
Students performing Seriously at-risk students
below the 30th percentile not making adequate
in reading (NWEA) and/or progress in Tiers I and II
not making necessary (below GL and less than
ROG 140% ROG)
Interventionists Interventionists
Targeted Intervention Targeted Intervention
Workshop Instruction Workshop Instruction
Fountas and Pinnell Fountas and Pinnell
Reading success (Stars) Reading success (Stars)
Reading Mastery Reading Mastery
/Corrective Reading /Corrective Reading
Reading A-Z/Raz Kids Reading A-Z/Raz Kids
Explicit, systematic Explicit, systematic
instruction designed and instruction designed and
customized based on customized based on
assessment data; includes assessment data; includes
an individualized an individualized
instruction plan instruction plan
30 additional minutes per 30 minute sessions per
day w/ Intervention Team day/5-days per week
Support 2-3 times per
week
Homogenous small-group Small group (no more than
instruction three)/one-on-one
AimswebPlus Progress Aimsweb Plus Progress
monitoring biweekly monitoring weekly
NWEA-Necessary ROG NWEA-Necessary ROG
Reading Diagnostic
Ongoing training that is Ongoing training that is
specific to core specific to intensive
reading/language arts intervention program;
and/or supplemental additional components to
program, additional support struggling
components to support readings
struggling readers
2017-2018 School Year

Paramount Three-Tier Tier I Tier II
Model of Instruction
Core Math Program Strategic Supplemental
Intervention
Focus Quality, comprehensive Strategic intervention
math instruction for all programs, strategies and
students procedures that support,
enhance, and/or
supplement Tier I core
math instruction
Type of Learner Students working at or Students performing
above grade level and below the 30th percentile
students receiving added in math (NWEA)
strategic supplemental
intervention
Type of Teacher Classroom Teacher Classroom teacher and
Intervention team
members
Program K-5 Math Expressions Targeted Workshop
6-8 Big Ideas Instruction using
Dreambox
Strategies to Achieve
Math Success (STAMS)
program
Instructional Support Explicit, systematic Explicit, systematic
instruction with repeated instruction designed and
opportunities for practice customized based on
and review (Think Math) assessment data; includes
an individualized
instruction plan
Instruction Time 90 minutes K-5/week 30 additional minutes per
60 minutes 6-7/week day w/ Intervention Team
Support 2-3 times per
week
Classroom General education Homogenous, small-group
Setting/Grouping classroom with flexible instruction. (3-5 students)
groupings
Assessment Plan Progress monitoring Progress monitoring
assessments/Fall, Winter, biweekly using I-Ready
Spring assessments using lessons
NWEA NWEA (Necessary ROG
goals determined by
students %tile ranking students %tile ranking
and grade level)
Professional Ongoing training specific Ongoing training that is
Development to core math program and specific to core math
the aligned research and/or supplemental
programs, additional
components to support
struggling students
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Tier III
Intensive Intervention
Customized, stand alone,
intensive and sustained
intervention for student
who still have acute math
difficulties, despite efforts
in Tiers I and II
Seriously at-risk students
not making adequate
progress in Tiers I and II
(below GL and less than
140% ROG)
Intervention team
Members
Targeted Workshop
Instruction Dreambox
Strategies to Achieve
Math Success (STAMS)
program
Explicit, systematic
instruction designed and
customized based on
assessment data; includes
an individualized
instruction plan
30 minute sessions per
day/5-days per week
Small group (no more
than three)/one-on-one
Progress monitoring
biweekly using I-Ready
lessons
NWEA (Necessary ROG
goals determined by
and grade level)
Ongoing training that is
specific to intensive
intervention program;
additional components to
support struggling
students
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What is the Intervention Assistance Team Process?

When scholars are not making progress using a variety of behavioral and instructional strategies within
the general education classroom program, including supplemental programs offered through Title I/31A
programs, the Intervention Assistance Team (IAT) process should be initiated. The process usually originates
with the student progressing through the Multi-tier system of Support (MTSS) process. Students may also be
referred to IAT through the classroom teacher or parent. The purpose of the IAT process is to ensure that a
teacher tries reasonable accommodations and modifications before he/she refers a student to the IAT
for a comprehensive review. Use the level guidelines below to begin the Intervention process.

It is important that all the necessary paperwork be filled out completely and accurately to ensure that we
are meeting the needs of the scholar. It is vital that we have parent input and participation into the IAT process.
The IAT process, when completed as explained above, fulfills the federal Child Find requirements of a school
district looking for and addressing the potential special education needs of its student population.

The IAT team is comprised of: ASpecial education teacher; 1-2 gerneral ed teachers; the IAT facilitator;
Dean of Intervetion. Based on the level of need for expertise the Physycholist , Speech provided, or Grade
Level Dean will be invited to attend.

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Student
How to handle concerns about struggling
Concern
students according to RTI
Consult with Parent Begin Tier 1 +/or 2
intervention.

Consult with colleagues

including previous years
Progress Monitor
teacher(s).
Student Response to
intervention.

Does
documentation of
students response NO
to instruction and Obtain 9 data points. Is
interventions students response to
exist? intervention favorable?

YES NO
YES

Consult with Meet with Grade

school Level
psychologist: Content Team to
Is add/alter Tier 2 or
documentation NO Tier 3 intervention.
of student
response to
instruction and
intervention
sufficient to Obtain 9 data
support points. Is students
suspicion of a Continue response to
disability? YES intervention
intervention
favorable?
and progress
monitoring
until goal is
YES met.
NO

Refer student for Refer student for

multidisciplinary evaluation for multidisciplinary evaluation for
6 | P a g especial education.
Paramount Charter Academy: 2 0 1 7 - 2 0 1 8 S c hspecial
o o l Yeducation.
ear
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Intervention- Moving Through the Levels

Level 1 Intervention (aka General Classroom Instruction)
When presented with concern for a students progress, be it academic or behavior, it is important to consult with
the students parent/guardian regarding your concern. The students previous years teachers and record of
interventions are other important resources to explore when concerned about a student. Differentiated
instruction should be provided to the student. If the students performance does not improve following a time of
differentiated instruction, the teacher should consult with the Grade/Content Level Team for next steps. (Grade
Level PLC)

Level 2 Intervention
1. Present your concerns and data to the Grade/Content Level Team. (Complete the Demographic portion
of the google doc for grade levels, adding appropriate data: MAP scores, classroom data, discipline
referrals)
a. Develop a working hypothesis on why the student is not responding to instruction/intervention.
b. Select a research-based intervention to match the hypothesis and an appropriate tool to monitor
progress.
c. Inform parent/guardian of the intervention plan and how progress will be monitored.
d. Deliver the intervention with fidelity at least three times weekly for 6-9 weeks.
e. Collect progress data once a week and document accordingly using Building Level Team
approved tracking sheet.
f. Data will be reviewed by the Teacher and the Building Level Team at least once a month.
g. Provide parent with information on students progress

2. After 9 data points are collected, review student progress and make a data-based decision with the
Grade/Content Level Team on how to proceed:
i. Good progress (trend line is positive and the last four data points are at or above the aim
line)continue the intervention until progress is commensurate with grade expectations
and/or skill is attained. Return student to Level 1 instruction/differentiation.
ii. Questionable progress (trend line is positive, but the last four data points are
inconsistent)continue the intervention and may consider adding another layer of
instruction or incentive. Reassess progress in 6-9 weeks as outlined above.*
iii. Poor progress (trend line is flat, negative, or positive, but the last four data points are
below the aim line)request a meeting with Student Level Team for assistance with
Level 2 or 3 Intervention.*
3. Invite parent and intervention provider to a meeting with the Student Level Team to further analyze
students poor response to instruction/ intervention.

* Request vision, hearing, motor, and/or communication screenings as appropriate and inform parents.

Level 3 Intervention (Meets Monthly)

1. Present all IAT documentation to the the Building Level Team (IAT) to further analyze students poor
response to instruction/ intervention.
a. Review interventions and students response to date.
b. Consider conducting diagnostic screenings to obtain additional information on students struggle.
c. Change to and/or add a more intensive and/or individualized intervention aligned with revised
hypothesis. Select appropriate tool to monitor progress.
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d. Implement intervention(s) with fidelity at least three times a week and record on the Building
Level Team approved tracking sheet.
e. Collect progress data at least once weekly and record scores on the tracking sheet.

2. After 9 data points are collected, review student progress and make a data-based decision with the
Student Level Team on how to proceed:
i. Good progress (trend line is positive and the last four data points are at or above the aim
line). Return to Level 2 Intervention as outlined above.
ii. Questionable progress (trend line is positive, but the last four data points are
inconsistent)may consider Referral for Multidisciplinary Evaluation.
iii. Poor progress (trend line is flat, negative, or positive and the last four data points are
below the aim line)consider Referral for Multidisciplinary Evaluation.

Referral for Multidisciplinary Evaluation Meeting

1. Referral for Multidisciplinary Evaluation meeting:
a. The Building Level Team will recommend, based on documented lack of progress, that the
referral process for special education evaluation be initiated.
b. The building principal, or designee, will contact parents to provide an update of the students
progress, express continued concerns, and briefly explain the referral and evaluation process.
c. The building principal will designate a special education/resource teacher as case manager.
d. General Education teacher will complete the Referral for Multidisciplinary Evaluation with the
assistance of the RTI team (as needed).
e. Each section of the referral shall be completed in its entirety, including appropriate vision,
hearing, motor, and speech-language screenings.
Once the referral has been determined complete and has been signed by the building principal, the case
manager will schedule an ARC meeting for the referral to be reviewed, and if appropriate, obtain permission for
a multi-disciplinary evaluation. Note: Incomplete referrals will be returned to the general education teacher for
completion.

Consider Providing an Intervention When

A student performs below the 30th percentile on district universal assessment (i.e., MAP,
CERT) especially on consecutive administrations.

A student performs at risk levels on Aimsweb.

A student consistently performs poorly on formative assessments within the classroom when
compared to his/her peers.

A student has repeated discipline referrals.

A students classroom performance does not match test scores.

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**This is not an exhaustive list.

What is an Intervention ?
Definition: An intervention is a specific academic/behavioral strategy or program that differs from activities
occurring in the students classroom as part of the general curriculum. An intervention is instruction designed to
build/improve an at-risk students skills in areas that are necessary to allow him/her to achieve grade-level
expectations.

INTERVENTION NOT INTERVENTION

Must involve instruction.
Must be provided in a small group or
individually.
Must be in addition to not in place of
the general curriculum.
Must be provided consistently a
minimum of three times a week over
a period of at least 6 weeks.
Cannot be more of the same thing,
presented in the same way. Must be
focused on remediating a skill deficit.
Must have a logical
structure/progression of skills or be
targeted to a specific identified
weakness.
Completing a form
Giving the student an assessment or doing a
classroom observation
A change in seating or other change in the
classroom environment
Progress monitoring
Parental contact
Extra homework or extra practice activities to
be completed at home
Peer buddies
Retention
In or out of school suspension
Small group or any other instruction, if the
instruction is not specific to the students
identified problem and does not include
frequent and ongoing progress monitoring that
measures the impact of the instruction on the
students learning
Other accommodations, modifications, or
differentiation (see pages that follow for
definitions)

Triangulation of the data is imperative when making educational decisions.

Each of the above indicators serves as a single piece of information. Teacher input,
parental concern, school history provides important information to be included in the
triangulation of data

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What are Accommodations?

Accommodations are changes to the way a child is expected to learn or how he/she is tested.
Accommodations eliminate obstacles that would interfere with a students ability to perform or produce
at the same standard of performance as all general education students.

Accommodations are changes in instruction that enable children to demonstrate their abilities in the
classroom or assessment/testing setting.
Accommodations are intended to reduce or even eliminate the effects of a students academic or
behavioral deficits.
Accommodations do not reduce learning expectations.
Accommodations can be provided for:
o Instructional method and materials
o Assignments and assessments
o Learning environment
o Time demands and scheduling
o Special communication systems

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EXAMPLES OF ACCOMMODATIONS
Reading a test to a student (with no additional help). This
does not apply to a reading test.
Allowing extra time to take the same test or complete the same
assignment
Signing an assignment book
Breaking down work into smaller segments, but still expecting
all elements to be completed
Staying after school for homework help
Preferential seating
Providing an extra set of books at home
Home-School communication journal
Books on tape

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What are Modifications?

Modifications are changes to what a child is expected to learn. Modifications are changes that actually
lower the standards of performance.

Modifications are substantial changes in what the student is expected to demonstrate.

Modifications may be changes in instructional level, content, and performance criteria, and may
include changes in test form or format or alternative assignments.
Modifications can increase the gap between the achievement of students with academic/behavioral
deficits and expectations for proficiency at a particular grade level.

EXAMPLES OF MODIFICATIONS
Reading a reading test to a student
Reading a test and rewording/re-explaining questions on the test
Changing multiple-choice answers from 4 to 3 options
Shortening a spelling test or other assignment
Using a different grading scale for a student
Reducing homework/number of assignments to be completed

What is Differentiation?
Differentiation includes changes to instruction designed to meet the needs of students at different
instructional levels within the classroom and should be a natural part of good core instruction at
LEVEL 1.

Differentiation may involve a combination of Accommodations and Modifications.

It may also include additional small group instruction and/or purposeful design of instructional
centers within the classroom.

EXAMPLES OF DIFFERENTIATION
Ability grouping students for small group reading during the literacy
block and using appropriate below level, on level, and above level
text to teach the emphasized concepts for the current lesson/unit.
Providing targeted lessons to address a specific need of a small
group of students a few times within a given week or instructional
unit (rather than consistently over a much longer period of time, as
would be the case with an intervention).

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Individual Student Learning Plan

Student Name (Please print): School: School Year: Beginning date of plan:

Analysis
Concerns Noted:

Hypothesis:

Indicate Intervention subject area(s) addressed by this Student Learning Plan:

Reading Writing Mathematics Science Absences

School Interventions:
Monitoring Status
Monitoring
Subject: Tool Intervention/Strategies Insufficient Some
Date Mastery
Progress Progress

Student is not progressing in a timely manner. Intervention/Strategies need to be revised Date: ________
Intervention Student is making some progress. Continue with plan as is Date: ________
Status
Student has mastered and completed Student Learning Plan Date: ________
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Date

Student Date
Reflections:

Date

Date

Parent Strategies: (Include strategies the students parents or guardians may take to help them improve their childs skills)

Parent has received a copy of Student Learning Plan by: Mail Conference Date:
Parent Parent has received a copy of Student Learning Plan after each monitoring update:
Information
Mail Conference Date: Mail Conference Date: Mail Conference
Date:

Signatures:
School Official: Date:
Parent Date:
Student Date:

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Intervention Log Tier 1 &2

Name of Student: Teacher: __________________ Month of:
Week Date/Time * Intervention Used Skill area Observations/Notes
addressed (optional)
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Week 3
Monday
Tuesday
Wednesday
Thursday
Friday
Week 4
Monday
Tuesday
Wednesday
Thursday
Friday
Week 5
Monday
Tuesday
Wednesday
Thursday
Friday
* Insert name of intervention program or code from individual student learning plan
Progress Monitoring scores **Please attach progress monitoring graphs before Intervention meetings

Week 1 ________Week 2 _____ __Week 3 ______Week 4 _________Week 5 _______

Intervention Fidelity Statement: I certify that the above noted strategies/interventions were conducted as
described ________________________________

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Paramount General Education Intervention Form TIER II/III

Date brought to IAT:
Student: Grade: Hearing screening passed?

Date:

Teacher(s): CST previously? Vision screening passed?

Date:

Is attendance a concern? Or in past? Was student retained? Medication? Special Ed

previously?
Grade:

Assessment Results

NWEA Students RIT Aimsweb: M-STEP Classroom: Other

and %tile

Reading:

Writing:

Mathematics:

Academic Support: Has/is the student receiving any additional academic support?

Current Past
At-Risk support in Workshop
At-Risk Support in Tier II/Tier III
Special Education Services
Section 504 Services
ELL Services
Tutoring Services
Other (please list)

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Factors to Consider:
Is there a language other than English spoken by this student or spoke in the students home? Yes No

Does this student exhibit emotional difficulties that interfere with learning? Yes No

Is there a relationship with poor academic achievement due to transiency, homelessness or Yes No
absenteeism?

Is the student motivated to perform/participate? Yes No

Has the students academic performance fallen dramatically within the last 6-12 months? Yes No

Is there knowledge of any situations within the students family that would contribute to a drop in Yes No
academic performance?

Include all Tracking logs and a copy of the Individual Student Learning Plan
Additional Comments:

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Areas of Concern (Check all that apply)

Memory Skills Classroom Skills Organizational Skills

Understanding abstract works on Organizational skills
concepts assignments in class Missing assignments
Adequate visual/memory passes tests and Following directions
abilities quizzes Homework
Memory skills performs at ability completion
Understanding oral level Prepared for class
directions remains on task
Auditory memory abilities is attentive
Adequate concentration completes
assignments
Reading Mathematics Language Arts
comprehension of what Ability to correctly solve knowledge of and
student reads or what is problems using: use of spelling words
read to student Addition understands phonics
word attack skills Subtraction in spelling
ability to maintain place Multiplication ability to execute
when reading money assignments
word comprehension division adequate usage of
independent reading word problems capitalization
skills time punctuates correctly
discrimination of similar exponents ability to put thoughts
words borrowing into writing
carrying writing applications
application of skills
Speech Occupational Skills Social/Emotional
normal rhythm, rate, Handwriting Depressed mood
inflection, speaking Scissor Skills Aggression
fluently Fine Motor Stealing
correct pronunciation of Gross Motor Anxiety
sounds/words ability to copy from Bullying
adequate grammar in oral whiteboard Emotional outbursts
speech appropriate spacing Excessive crying
able to understand and when writing Withdrawal
explain how words are Attention seeking
related Grief/loss
able to express self Homelessness
adequately in class Trauma

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Parent/Guardian Concerns Questionnaire

Use these questions to guide your phone contact with your scholars parents before bringin the child to IAT.

1. What concerns do you have about your child's learning or school performance, or about your child's attention,
concentration, impulsivity, and/or activity?

2. What problems does your child have completing his/her homework?

3. What are some additional details about your child's difficulties?

4. Have there been any stressful events, either currently or at the beginning of school problems?

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5. What are your childs strengths?

6. How does the child get along with peers? Which extracurricular activities is the student involved in? How does he/she
do?

7. Are there any documented medical concerns?

Additional Comments:

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Resources
Accommodation/Modification Ideas for Success
Use the following to help guide your tracking on the progress above picking two to three strategies to
progress monitor.

Assessment Modified Format Extended time

Limit choices on multiple choice Limit items on matching
Adaptations
Test read to student Small group administration
Scribe on written sections Use of dictionary
Calculator on math sections Short answers
Provide word bank on fill-in-blank Student responses- taped essay
Provide large print Modify length of tests (explain):
Student allowed to retake tests
Provide alternative assessments
(explain): Other:
Assignments Modified homework Directions given in small units (explain):
Adjusted reading level materials
&
and assignments
Materials Change of format of assignments Read directions to student
(explain): Adjust length of assignments
Avoid penalty for spelling and reversals
Student can use place marker when reading
Allow students to type assignments Use highlighted texts
Have student repeat directions for Provide alternative assignments (explain):
understanding
Allow student to print or use cursive
Provide study guides
Provide copies of notes
Presentation Individual/small group instruction Utilize specialize curriculum (explain):
Utilize manipulatives, models and
Of
examples
Subject Matter Re-teach/review concepts Emphasize critical concepts and vocabulary
frequently during instruction
Provide peer tutor Provide advanced organizers/study guides
Check often for understanding Provide note taker during class
Provide frequent feedback about
performance
Environment Preferential seating (teacher Seat minimally distracting area
proximity) Allow more time to travel in halls
Provide increased Provide cool down area
structure/procedural clarity Modify class schedule
Allow student to move around room Adjust lighting within classroom
during instruction
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Provide frequent teacher eye

contact
Adjust temperature within
classroom
Behavior Classroom rules posted near Consequences for inappropriate behavior
student desk (explain):
Management
Home-school note procedure
Provide frequent task redirection
Ignore minor inappropriate behavior Reinforcement for appropriate behavior
Behavior plan developed (explain):
Agreed upon physical signal for
redirection
Behavior contract
Pacing Adjust time for completion of Allow frequent breaks
assignments Modify timed tasks
Cary activities frequently Modify length of day
Other:
Organizational Study Buddy or peer helper Use checklists to help organize materials
Teacher checks planner at the end and steps in procedures
Strategies
of the day Regularly scheduled desk clean-up
Time limits to complete work

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Paramount Charter Academy

Date:____________________
Dear Parent(s)/Guardian(s):

Our goal at Paramount is to help every child succeed and grow as a learner. We recognize that
students learn at different rates and/or in different ways. All students have unique patterns of
strengths and weaknesses. At the same time, there are district and school targets for student
learning that ensure we are consistent in our expectations for students and that we are striving to
help all students meet or exceed these overall learning goals.

To this end, all students are assessed in a variety of ways throughout the school year to measure
their academic and behavioral progress. Student data are reviewed regularly in Grade Level Teams
in order to plan core classroom instruction, as well as to plan supplemental instruction or
interventions for students who need extra help. Progress is measured more frequently for students
receiving intervention to help with decision-making regarding their instruction at all levels (core
instruction and intervention) and changes are made as needed. You may hear this process referred
to as Response to Intervention (RTI).

Assessment information and classroom performance data indicate that your child,
______________________________, seems to be experiencing some difficulty in the following area(s):

___ Reading ___ Math ___ Behavior ___ Other____________________

In accordance with Paramounts Intervention procedures, the Grade Level Team has suggested
implementation of the following intervention(s):

______________________________________ _____________________________________

______________________________________ _____________________________________

You will receive periodic updates as to your childs response to the intervention(s) listed above. You
should expect the first progress update in approximately 9 weeks. Your input and support is very
valuable to the success of this process. Your childs classroom teacher, teachers name, would be
glad to contact you to answer any questions you might have regarding the above-listed
interventions. You are an essential member of the team in helping your child reach his/her goals.

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Please return the half sheet below to let us know your preference regarding method of contact.

Thank you for your cooperation and interest in your childs progress. Please feel free to contact the
school 269 553 6400 or through email 16.sglas@nhaschools.com with any questions or concerns.
We are looking forward to working with you!

Thank you,

Sherrie Glas
Academic Intervention Coach

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Student Name __________________________

Teacher/Grade _________________________

Parent Name ___________________________

Check one:

I would like my childs teacher to contact me by phone so that I can provide input and ask
questions.

Best Phone Number: _____________________

Best Time (check one or more): ____ before school

____ after school
____ during teachers plan time (_______)

I would like my childs teacher to contact me by email, and I will respond if needed with input
and questions.

Parent email: ____________________________

I would like my childs teacher to contact me to schedule a parent/teacher conference.

(Provide number and time above for phone contact or address for email contact).

I do not have any questions at this time but look forward to receiving future notifications of my
childs progress.
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Paramount Charter Academy

Date:____________________
Dear Parent(s)/Guardian(s):

Your child, ____________________________ has been receiving additional instruction in the following
area(s):

___ Reading ___ Math ___ Behavior ___ Other _________________

Attached you will find your childs most recent intervention tracking sheet(s). They list specific areas
of concern, the intervention(s) being received, and indicate your childs performance on weekly
progress monitoring measures. A review of this information within Grade Level and Building Level
Teams suggests the following (complete all applicable boxes):

1. Your child has met his/her intervention goal(s) and is performing satisfactorily within the
core curriculum in the area(s) of ___________________. As a result, he/she will graduate from
his/her intervention(s) at this time.

2. Your child is making adequate progress toward meeting his/her intervention and
classroom goal(s) in the areas(s) of ___________________. As a result, he/she will continue
with his/her present intervention(s), and his/her progress will continue to be monitored.
Updates regarding your childs progress will continue to be sent home for your information.

3. Your child is making some progress toward meeting his/her intervention and classroom
goal(s) in the area(s) of ___________________ but not at the rate or consistency that would be
expected. As a result, we will convene a Student Level Team meeting to identify any barriers
to your childs progress that we may be able to address and/or any changes or additions to
his/her current interventions.

4. Your childs progress toward meeting his/her intervention and classroom goals is a
significant concern in the area(s) of ___________________. We will convene a Student Level
Team meeting to identify any barriers to your childs progress that we may be able to address
and make changes or additions to his/her current interventions.

If box 3 or 4 above is checked, we would very much like your participation in the Student Level
Team meeting. We will be meeting on _____________________ at ________________. Please return the
bottom portion of the following page to indicate your participation preference. Applicable screenings
in the areas of vision, hearing, motor skills, and speech language will be conducted (or the status of
existing screenings will be verified) prior to the Student Level Team meeting.

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Thank you for your cooperation and continued interest in your childs progress. Please feel free to
contact the school 269 533 6400 or through email 16.sglas@nhaschools.com with any questions or
concerns.

Thank you,

Sherrie Glas
Academic Intervention Coach

Please return the bottom portion for scheduled meetings.

--------------------------------------------------------------------------------------------------------------------------

For Student Level Team planning only (Boxes 3 and/or 4 checked on pg. 1)

Student Name __________________________

Teacher/Grade _________________________

Parent Name ___________________________

A Student Level Team Meeting is scheduled for ______________ at ______________.

Check one:

I will be attending the meeting.

I cannot attend the meeting but would like to participate by phone. Please call me at the
following number at the scheduled meeting time.

Phone Number: ____________________________

I would like to attend the meeting but need to schedule a different meeting day/time.

I do not wish to participate in the meeting at this time but would like for notes from the meeting
to be sent home. I understand that I will also receive future notifications of my childs
progress.

______________________________________
Parent Signature

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Sources (with explanations of what is available on the web):

1. www.interventioncentral.org k-12, this website provides research based academic and behavioral interventions for
multiple areas such as reading, math, writing, classroom management and challenging students. It also provides forms for
monitoring students progress within the area of concern. (see additional materials for more information)
2. www.behaviordoctor.org. k-12, This website provides lots of information on different disabilities especially those
related to behavior such as ADHD, Autism, ODD, and EBD. It also provides resources for managing behavior for tracking
progress and eliminating problem behaviors within the classroom. (see additional materials for more information)

3. www.pbisworld.com k- 12, interventions for common behaviors and forms for tracking these behaviors, and
personalized area for specific behaviors (see additional materials for more information)

4. http://miblsi.cenmi.org/MiBLSiModel/Implementation/HighSchool.aspx - k-12. Provides instructional support in

reading and research-based intervention support for behavior
5. http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf - historical information on RTI process and
case study information
6. http://www.betterhighschools.org/expert/ask_tiered.asp - historical information on RTI process and case study
information
7. http://www.rtinetwork.org/learn/why/rtiinsecondaryschools - Grades 6-12, Shares promising examples of RTI
practices for urban high schools

8. http://www.hisd.k12.mi.us/?DivisionID=7949&ToggleSideNav=ShowAll k-5, screeners, basic information and tool

kits for math, behavior and reading

9. http://www.calhounisd.org/departments/curriculumassessment/effectivepracticesresources/readingstrategies
/ - k-5, Tier 1 & Tier 2 reading interventions, simple and easy to follow

10. www.fcrr.org k-5, Florida Center for Reading Research, Instruction materials for reading, research and interventions
regarding reading geared toward teachers, teacher empowerment guide, materials already made for teachers (see
additional materials for more information)

11. http://www.ohioliteracyalliance.org/fluency/fluency.htm - Grades 9-12- Provides web-based professional

development resources, literacy tools, and resources for teachers and practitioners

12. Resources used from Campbell County Schools

Google Link to all forms : Interventiondocs2016-17

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Intervention Steps at a Glance Check Sheet

Level 1 Intervention
Contact parent
Contact last years teacher
Review scholars CA 60
Provide Differentiation

Level 2 Intervention
Complete Demographic portion of the grade level intervention tracking sheet.
Bring NWEA data, classroom formative assessments and any other important data to be
analyzed by the Grade Level Team (GLT)
Create Individual Student Learning Plan with the GLT
Apply Interventions
Send home Parent information letter
Track Interventions (both Teacher and Interventionists)
Progress Monitor (Aims Web and Formative assessments)
Review student progress
Send home Parent progress letter
Determine next steps

Level 3 Intervention
Complete all IAT (Building Level Team) level 3 paper work
Bring all Intervention Tracking Sheets
Bring Individual Student Learning Plan

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