Interventions

Identifying and Implementing

What is the purpose of providing interventions?

To verify that the students difficulties are not due to a lack of instruction.

According to federal law, a child must not be determined to be a child with a disability if the determinant factor for that determination is:

• A lack of appropriate instruction in reading, including the essential components of reading instruction. The term “essential components of reading instruction” means explicit & systematic instruction in: phonemic awareness, phonics, vocabulary development, reading fluency & reading comprehension strategies.

• Lack of appropriate instruction in math or• Limited English proficiency

Ruling out lack of instruction To ensure that under achievement in a child

suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the team must consider, as part of the evaluation: Data that demonstrates that prior to, or as a part of, the

referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; &

Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment student progress during instruction.

An intervention is that “extra something” put in place that extends

Beyond the regular curriculumAND

Specifically targets identified weaknesses

of a student or group of students.

Research-based Research-based interventions are strategies, teaching

methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions used prior to determining eligibility for special education and related services must be designed to address the skill deficiency of the particular individual student.

North Carolina Department of Public Instruction

What is an RTI Intervention?

Instruction that supplements and intensifies classroom curriculum/instruction to meet student need Academic or Behavioral Standard Protocol or Individualized

All interventions must have plan of implementation, criteria for successful response, assessment to monitor progress.

ALL INTERVENTIONS MUST HAVE AN INSTRUCTIONAL COMPONENT!!!

Some Common Language

Intervention

Intervention vs. InstructionIntervention vs. Re-teaching

Who receives Interventions?

(Crawford, fcrr)

Intervention is…

additional, targeted, and intensive instruction provided to students who continue to struggle with learning despite conventional instruction.

Foorman & Torgesen (2001)

Intervention vs. Instruction

“The primary differences between instruction appropriate for all children in the classroom and that required by children at risk for difficulties are related to the manner in which instruction is provided.

Foorman & Torgesen (2001)

Intervention vs. Instruction

“…Specifically, instruction for children who have difficulties learning must be more explicit and comprehensive, more intensive, and more supportive than the instruction required by the majority of children.”

Foorman & Torgesen (2001) p. 206

Intervention vs. Reteaching

Re-teaching occurs when students don’t master content or skills on the first try, and a different method to deliver this content or skill is needed.

(Crawford, fcrr)

Effective Interventions …

Begin as soon as it is clear the student is lagging behind

Increase the intensity of instruction and practice

Basic Guideline of Effective Interventions

Intensive

Use additional materials than core program to focus on

specific skills

Focus on areas of individual student weaknesses

Utilize more vertical instruction, one skill at a time taught and

practiced

Provided on a frequent and consistent basis

Effective Interventions …

Begin as soon as it is clear the student is lagging behind

Increase the intensity of instruction and practice

Use direct, explicit, systematic instruction and practice

Explicit and Systematic

Frequent review and assessment to insure mastery of

skills

Provided as soon it becomes clear that a student is struggling

Carefully sequenced and logical to both teacher and students

Taught directly through teacher explanation, modeling, guided and

independent practice

Basic Guideline of Effective Interventions

Strategic Explicit Teaching

Focuses on the learner and areas of need

Uses assessment to determine areas of need

Delivers instruction systematically

Effective Interventions …

Begin as soon as it is clear the student is lagging behind

Increase the intensity of instruction and practice

Use direct, explicit, systematic instruction and practice

Provide skillful instruction with error correction and immediate positive feedback

Guide instruction with student data and is responsive to data on student progress

Ensure a positive atmosphere that is motivating, engaging and supportive

Fast-paced for maximum student engagement

Provide format for frequent student response

Emphasis on skills Focus on improvement

Characteristics of Effective Interventions

Development of Intervention Plan

Based on data, identify interventions with highest likelihood of success

Intervention involves explicit instruction and progress monitoring

Intervention is NOT accommodations and modifications Decision making for progress monitoring data

Roles, responsibilities, and timeline

What About Accommodations?

Intervention plans do not give accommodations

If the student needs extended time than the intervention would be with fluency

Characteristics of Intervention Plan Focus on modifying student’s environment

to improve performance Intervention and monitoring is continuation

of hypothesis testing Interventions need to be feasible Team must share responsibility and

accountability for outcome

Procedures for Developing Intervention Plan

Brainstorm interventions Evaluate ideas Select intervention Write action plan Implement the intervention

Analysis of Intervention Plan

Review progress monitoring data Calculate discrepancy between current level of performance

and acceptable level of performance, post interventions Indicate standard Summarize the effectiveness of intervention plan Determine what further action will be taken