Supporting Struggling Students Through Interventions

1. Supporting Struggling Students Through Interventions

2. Teach the ChildrenClick on the picture to show video

3. Five Steps to Developing a Proactive Intervention Plan Identify mastery thresholds Establish red flags Develop formative assessments Select appropriate interventions Monitor your plan

4. 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.

5. Mastery Target Mastery Minimal Basic Proficiency No Understanding

6. 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 • trigger action • focused only on academic concerns, not student behaviors. • Example: Students that miss more than 2 problems on a 10 problem math test.

7. Case Study Read the following case study. Assuming that Principal Mathers has no additional resources to hire after-school tutors, how can he best address this problem.

8. Here’s How Read how Principal Mathers and his school are confronting the question. Discuss how this aligns with your decision to deal with the issue.

9. What is Effective Support? Effective Support is…. Effective Support is Not.. As Needed Reactive Generalized Remedial Behavior-focused Random Imposed by a teacher as adversary • Ongoing • Proactive • Targeted • Accelerative • Learning-focused • Monitored • Managed by a teacher as advocate

10. Select Appropriate Interventions Interventions 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

11. Consider Progressive Interventions Sequencing 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.

12. Rules for Interventions Interventions should be seamless and unobtrusive. Interventions should be designed to get students quickly back on track. Interventions should be systematic.

13. Rules continued Interventions should be temporary. Interventions should be minimal. Interventions should be specific. Interventions should not be labor intensive

14. 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.

15. Instructional Intervention Strategies Handouts The 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!

16. 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.

17. Questions?