Supporting Struggling

Students Through
Interventions
Five Steps to Developing a Proactive
Intervention Plan
*Identify mastery thresholds
*Establish red flags
*Develop formative assessments
*Select appropriate interventions
*Monitor your plan
 What is Effective Support?
Effective Support is. Effective Support is Not..
Ongoing As Needed
Proactive Reactive
Targeted Generalized
Accelerative Remedial
Learning-focused Behavior-focused
Monitored Random
Managed by a Imposed by a
teacher as advocate teacher as adversary
 Rules for Interventions
Interventions should be seamless and
unobtrusive.
Interventions should be designed to
get students quickly back on track.
Interventions should be systematic.
Interventions should be temporary.
Interventions should be minimal.
Interventions should be specific.
Interventions should not be labor
intensive
 Monitor and Gradually Remove Your
Supports
Use formative assessments to determine
whether supports are working.
Decrease the amount of support you provide for
students over time.
Increase the number of steps students must
complete on their own.
Decrease the frequency of Support.
 Planning Interventions
Interventions should be a part of the lesson
planning process.
Assess what you are teaching and decide what
corrective actions will help get my students back
on track.
Be proactive and have these ready to
implement the minute a student starts a
destructive struggle.
 What is Remediation?
Acceleration was offered before students started
the unit of study.
Intervention was offered during the instruction.
Remediation is an opportunity to provide
additional support to those students who still do
not understand key concepts in spite of
attempts to support them.
 Who do You Remediate?
Constantly analyze formative data to determine
students with deficits in their learning.
Determine all students close to mastery.
Determine students who need intensive
remediation.
Students who struggle with context(test
structure) rather than content.
 Reteach
Teach concepts the students dont understand
a different way.
Focus on only the key concepts and skills
students need to know.
Re-teaching should occur shortly after a
students assessment shows they did not
understand much of the material.
Teaching should be different than regular
instruction.
Should not create additional work for students.
 Tutoring
Can use teacher or peer tutoring or both.
Should help students develop specific skills.
Should target the learning task with which they
are struggling.
Should be temporary.
Electronic or on-line tutorials can be used.
 Additional Practice
Not drill and kill!
Practice should focus on helping students
develop fluency and proficiency.
Practice should be distributed over a period of
time. Use several sessions.
Should be meaningful
Should be short
Should have built in feedback.
Alternative Instructional Strategies
Match students best learning style.
Hands-on verses lecture.
Working with a partner or small group.
Breaking information down into small learning
targets and teaching small chunks at a time.
Remediation is not simply going over the
material more slowly. Its teaching concepts a
different way.
 Reassessing
After providing the corrective action.
Reassess to improve learning not grades.
Reassess only when it helps students learn
information they need to move on.
Reassess in a new or different format, as
applicable.
Reassess as close to the original assessment as
possible.
Thats all!