Intervention

1
(No Transcript)
2
Intervention

• Interventions have many models and are flexible
  in nature Intervention should strengthen
  conceptual and procedural knowledge to close an
  existing gap so that students can move smoothly
  to and make connections with other concepts. The
  long-term goal of intervention should be to help
  students gain independent strategies and take
  responsibility for their own learning. This
  approach to intervention leads to an emphasis on
  bigger ideas and their applications so that
  important skills do not become trivial, isolated,
  or fragmented.
• - nctm.org

3
Characteristics of Interventions

• Narrow focus
• Address misconception
• Repetitions with activity to engage in repeated
  reasoning
• Interactive learning
• Immediate feedback

4
More Characteristics

• Prompts move from more scaffolded formats to less
  scaffolded
• Explicit and repeated marking of key ideas
• Step backs to promote reflection
• Expectation of repeated reasoning and reflection

5
Explicit Instruction

• Unpacks practice or knowledge to make it open to
  learners
• Prescribes that the teachers role is to make
  elements visible, provide language and supports
• Seeks to make complex practice accessible

6
RTI²

• Tier I general education classroom (all
  students)
• Tier II - Those students who require additional
  assistance beyond the usual time allotted for
  core instruction should receive additional
  intensive small group attention in the specific
  area of need. Tier II intervention is explicit
  and systematic. Instructional interventions are
  differentiated, scaffolded, and targeted based on
  the needs of individual students as determined by
  current assessment data.

7
Skill Based

• Tier II specific skill deficits are determined
  by a universal screening administered 3 times a
  year (WC will use STAR Enterprise)
• For example If a student in sixth grade has
  phonics deficits, then this student requires
  intervention in the area of phonics. If computer
  programs are used, students should still have
  daily interaction with a teacher who can hold
  them accountable for what they have read and to
  ensure that they practice new skills.

8
Skill Based

• MATH Teachers should use the vertical coherence
  of the CCSS to identify standards from previous
  grades that might be prohibiting a student from
  accessing grade-level standards. Research
  indicates that students struggles in mathematics
  are often attributed to a lack of conceptual
  understanding of number sense. It is important to
  diagnose specific student deficiencies through
  carefully designed assessments in order for the
  proper support to be given. Students who struggle
  with fluency can oftentimes continue to learn
  grade-level concepts. In this case, Tier II
  intervention should target the necessary
  fluencies to support conceptual understanding.

9
STAR Reports -Math
10
Suggested Skills
11
STAR Reports -Reading
12
Suggested Skills
13
Intervention Materials

• Skill is identified
• Next steps Provide intervention
• Focus on CCSS which addresses skill deficit
• Use materials provided by WC, other
  research-based supports, curriculum based
  instruction at instructional grade level not
  the grade level they are in.

14
Math Example

• CCSS 5.NBT.3a, 3b, 4
• Read, write, and compare decimals to thousandths.
• A. Read and write decimals to thousandths using
  base-ten numerals, number names, and expanded
  form, e.g., 347.392 3 x 100 4 x 10 7 x 1
  3 x (1/10) 9 x (1/100) 2 x (1/1000).
• B. Compare two decimals to thousandths based on
  meanings of the digits in each place, using lt, ,
  gt symbols to record the results of comparisons.
• Use place value understanding to round decimals
  to any place.

15
Materials

• Number Talks
• Decimal Practice
• Group Activities games
• Assessments weekly
• Review STAR data every other week to determine if
  a new skill should be introduced

16
Reading Example

• CCSS.ELA-Literacy.RL.5.2
• Determine a theme of a story, drama, or poem from
  details in the text, including how characters in
  a story or drama respond to challenges or how the
  speaker in a poem reflects upon a topic
  summarize the text.

17
Materials

• Fluency Passages see Data Instructional webpage
  wcssd.org
• Answer questions with passages
• Determine theme, analyze characters, summarize
  text
• Partners practice fluency with passages
• Assessments weekly
• Review STAR data every other week to determine if
  a new skill should be introduced.

18
Sample Lesson - Math

• Decimals
• Practice fluency with basic math calculations
  use schoolhouse technologies handout and timer
• Show Number Talks live binders (from data coach
  webpage)
• Deliver explicit instruction with decimals
• Video
• Activity with decimal cards

19
Sample Lesson - Reading

• Neptune
• Read passage
• Highlight vocabulary
• Answer questions
• Cite evidence from text
• Practice fluency with a partner

20
Folder Documentation -Tier II

• Tier II Decision Tree
• Student Intervention Plan
• Intervention log(s)
• Fidelity Checklist (at least three times every 9
  weeks)
• Parent Notification letter (at least once every
  4.5 weeks)
• Progress Monitoring Data

21
Folder Documentation Tier III

• Tier III Decision Tree
• Tier III gap analysis
• Student Intervention Plan
• Intervention log(s)
• Fidelity Checklist (at least 5 times every 9
  weeks)
• Parent Notification letter (at least once 4.5
  weeks)
• Progress Monitoring Data