Teach the Children Click on the picture to show video Five Steps to Developing a Proactive Intervention Plan Identify mastery thresholds Establish red flags Develop formative assessments Select appropriate interventions ID: 698373
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Slide1
Supporting Struggling Students Through InterventionsSlide2
Teach the ChildrenClick on the picture to show videoSlide3
Five Steps to Developing a Proactive Intervention Plan
Identify mastery thresholds
Establish red flags
Develop formative assessments
Select appropriate interventions
Monitor your planSlide4
Mastery Baselines
Mastery is not a single point of success, but a range of successful behaviors.
Mastery is determined by the teacher and what the standards and curriculum say the students need to know and how well they need to know it.
Mastery is determined by first looking at a grade baseline for assessments.
Mastery is also determined through other items that may help you develop a fuller picture.Slide5
Mastery Target
Mastery
Proficiency
Minimal
Basic
No UnderstandingSlide6
Red Flags“Red Flags” are early-warning signals that students are headed for a destructive struggle and should be:
very clearly defined
hard to ignore
t
rigger action
f
ocused only on academic concerns, not student behaviors.
Example: Students that miss more than 2 problems on a 10 problem math test.Slide7
Case StudyRead the following case study.Assuming that Principal
Mathers
has no additional resources to hire after-school tutors, how can he best address this problem. Slide8
Here’s HowRead how Principal Mathers and his school are confronting the question.
Discuss how this aligns with your decision to deal with the issue.Slide9
What is Effective Support?Effective Support is….
Ongoing
Proactive
Targeted
Accelerative
Learning-focused
Monitored
Managed by a teacher as advocate
Effective Support is Not..
As Needed
Reactive
Generalized
Remedial
Behavior-focusedRandomImposed by a teacher as adversarySlide10
Select Appropriate InterventionsInterventions provide targeted tools to address a specific concern signaled by a red flag.
The most effective interventions provide a temporary learning support, are made available on an as-needed basis, and are removed when they are no longer necessary Slide11
Consider Progressive InterventionsSequencing your interventions so that they progress from least intensive to most intensive gives you options for students who continue to struggle in spite of early supports.
Progressive interventions help students take ownership over their own learning.Slide12
Rules for InterventionsInterventions should be seamless and unobtrusive.
Interventions should be designed to get students quickly back on track.
Interventions should be systematic
.Slide13
Rules continuedInterventions should be temporary.Interventions should be minimal.
Interventions should be specific.
Interventions should not be labor intensiveSlide14
Monitor and Gradually Remove Your SupportsUse 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.Slide15
Instructional Intervention Strategies HandoutsThe packet contains suggested interventions teachers can use to support struggling students.
The key
is determining when a student is beginning to go into a destructive struggle and to have an intervention plan in place to provide them with immediate support.
Intervention must be proactive! Slide16
Planning InterventionsInterventions 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.Slide17
Questions?