target+process

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= = =The TARGET(Teachers Accessing Resources through General Education Teams) process is a proactive, problem-solving approach to address the individual student's educational needs. An effective response to the intervention process promotes early intervention when implemented with fidelity and driven by data-based decision making. a prerequisite to successful learning outcomes is the readiness of teachers to create and implement strategies early in the problem identification process, and then to seek and accept help when those strategies alone are not enough to promote positive outcomes for struggling learners. Below are the guidelines and procedures for Phase 1 and Phase 2 of the process.=

= = =__// Phase I //__= = This is directed by the student's general education teacher(s) and generally involves the utilization of classroom and school- based resources. Phase I is the foundation of the intervention process and consists of methodologies, practices, and supports for all students in the general curriculum, as well as supplemental instruction and interventions that are in addition to and in alignment with effective core instruction for those students for whom data suggest additional instructional/behavioral support is warranted. Please see video clip below for forms and procedures to document this important phase of the intervention process: = =  = =   media type="google" key="7835881008182134680&hl=en&fs=true" width="400" height="326"   = =  = =   = =   = =   = = = =__// Guidelines for referring a student with an academic need //__= = The flagging criteria for a student to begin the Target process (Phase 1) for an academic need is:  = = = =See the video clip below for more information on guidelines and procedures for identifying a student with an academic need for the Target process.=
 * **//  Failing grades or significant decline in an academic area   //**
 * **//  FCAT (Level 1 or 2)   //**
 * **//  Diagnostics (DIBELS) scores in the lowest quartile   //**
 * **//  Diagnostics (DIBELS) scores in the lowest quartile   //**

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=__// Guidelines for referring a student with a behavioral need //__= =The Flagging Criteria for beginning the intervention process for a student with a behavioral need and the new Target Behavior Intevention Team is described in the video clip below.=

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= = =__// Phase 2 //__= = The Phase II process of intervention for a student with an academic or behavioral need involves the TARGETeam and provides support and assistance to the general education teacher in developing and implementing interventions through a group problem-solving model. Phase II consists of intensive instructional interventions provided through a group problem-solving model. Phase II consists of intensive instructional interventions provided in addition to and in alignment with effective core instruction with the goal of increasing an individual student's rate of progress. Data collected at Phases I and II are used to measure response to intervention so that meaningful decisions can be made about which instruction and inteventions should be maintained and layered. Students receiving this level of support may or may not be considered eligible for specially designed instruction and related services in accordance with the Individuals with Disabilities Education Improvement Act. Below is a video clip describing this process and important information regarding the meeting format, members, times and location. = =  =

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=__ //Writing Goals and Using Progess Monitoring Tools// __= =Effective development of goals are required in both Phase I and Phase II of the intervention process. In addition, Progress Monitoring Tools are required to monitor the student's progress. The video clip below describes and gives samples of how to write goals and and how to use an easy and common graph as a progress monitoring tool.= media type="custom" key="2398057"