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Designing Intervention Systems That Get Results

Designing Intervention Systems That Get Results. Dr. Paul Goldberg, Principal Ms. Caron Demos, Teacher Ms. Tricia Leong, Teacher Robert Frost Junior High Schaumburg School District 54. Ineffective Past Practices. Referral to special education Pull-out remediation

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Designing Intervention Systems That Get Results

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  1. Designing Intervention Systems That Get Results Dr. Paul Goldberg, Principal Ms. Caron Demos, Teacher Ms. Tricia Leong, Teacher Robert Frost Junior High Schaumburg School District 54

  2. Ineffective Past Practices Referral to special education Pull-out remediation Reliance on scripted, canned programs After-school, before-school and lunchtime tutoring groups

  3. Intervention Systems Intervention systems should be: Systematic in identifying students by name and need Built into the structure of the school day Guaranteed to all students demonstrating difficulty mastering grade-level appropriate material. Delivered as an “extra dose” on top of initial instruction—not as a replacement for initial instruction. (DuFour, DuFour, & Eaker, Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement, 1998)

  4. All children can learn! But it happens at different rates. Initial instruction must be precise. Adjust time and support to ensure all children do learn!

  5. Robert Frost Junior High • White – 63% • Black – 7% • Hispanic 14% • Asian 13% • Multiracial 3% • Low Income 11%

  6. Frost ISAT Reading: Meet/Exceed

  7. Frost ISAT Math: Meet/Exceed

  8. Making Intervention Work at Frost • Ensure solid core instruction focused on essential outcomes • Design a master schedule that mirrors your school’s priorities 3. Create multi-tiered Academic Interventions • Cross curricular • Additional Literacy beyond core • Timely, Targeted, and Systematic • Homework/Organization 4. Implement systemized positive behavior supports

  9. Master Schedule • Your schedule should mirror your priorities • Developed for planning time – Hybrid Design • PLC Team Common Plan Time (3 days/week) • Interdisciplinary Team Common Plan Time (2 days/week) • Allows for co-teaching and all students in general education classes

  10. PLC Collaboration Plan for Intervention Group Based on Need and Strategies that Worked Common Assessment Given Discuss Results with PLC Create Groups Use Data to Determine: Proficient Non-Proficient Additional Personnel Feedback Suggestions on Activities

  11. In-Class Intervention Intervention occurs after common assessments in core classroom • All new instruction stops • Students are grouped by need • Non-proficient students receive structured interventions in small group setting • Proficient students receive structured enrichment • Additional personnel (special education teachers, literacy coach, bilingual resource teacher, etc.) often co-teach to support intervention and enrichment

  12. Literacy Intervention Scheduled and structured literacy intervention classes are taught for non-proficient students • Extra 40 minutes five days a week • Students are targeted by need • Small groups of students are taught by reading intervention teachers • Lessons parallel core instruction - Preteaching

  13. Timely, Targeted, and Systematic Intervention Timely and targeted intervention occurs in core classes via a modified schedule • Twice a week an extra period is created by briefly shortening all other periods • Students are targeted by need • Non-proficient students receive structured interventions in small group setting • Proficient students receive structured enrichment • Additional personnel (special education teacher, literacy coach, bilingual resource teacher, etc.) often co-teach to support intervention and enrichment

  14. Sample Rotation Schedule (The first subject area has priority for that day.)

  15. Homework Intervention • Homework Lunch • After School Support • General Support Resource • 4. Learning Groups

  16. PBIS Behavioral Intervention • Positive • Proactive • Consistent • Systematic • Layered

  17. Frost Reading ISAT: IEP

  18. Frost Math ISAT: IEP

  19. Frost ISAT Reading: Economically Disadvantaged

  20. Frost ISAT Math: Economically Disadvantaged

  21. Frost ISAT Reading: Hispanic

  22. Frost ISAT Math - Hispanic

  23. Top District 54 School – 2010 ISAT 96.3

  24. Please Contact Us At Frost Robert Frost Junior High - Schaumburg School District 54 Paul Goldberg 847-357-6800 paulgoldberg@sd54.org

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