Interventions

How do you know the student is struggling and not the curriculum?
1. Your curriculum is aligned to state and school standards. (This helps us to be sure the reason you need an intervention is due to the student struggling, not a gap in the curriculum.) - [|This link will take you to the website with the Common Core National Standards] - [|This link will take you to the NYS timeline for implementation]

2. You have assessed the student and identified a specific area of concern/weakness that requires an intervention

3. You have a specific time allotted for implementation, as interventions are in addition to the core curriculum, not in place of it.

4. You are familiar with the different tiers of intervention, what they mean, who they are provided for, how often you should assess and progress monitor, and what your obligation is for discussing interventions with families.

__** Quick Overview of the Tiers in RTI: **__
• Tier 1 is generally defined asinstruction provided to all students in a class. Beyond this general definition, there is no clear consensus on the meaning of the term tier Instead, it is variously referred to as “evidence-based reading instruction,” “high quality reading instruction,”or “an instructional program…with balanced, explicit, and systematic instruction.  • Tier 2 interventions are provided only to students who demonstrate problems based on screening measures or weak progress from regular classroom instruction. In addition to general classroom instruction, tier 2 students receive supplemental, small group reading instruction aimed at building foundational skills.  • Tier 3 interventions are provided to students who do not progress after a reasonable amount of time with the tier 2 intervention and require more intensive assistance. Tier 3 (or, in districts with more than three tiers, tiers 3 and above) usually entails one-on one tutoring with a mix of instructional interventions. Ongoing analysis of student performance data is critical in tier 3. Systematically collected data are used to identify successes and failures in instruction for individual students. If students still experience difficulty after receiving intensive services, they are evaluated for possible special education services.

If you are searching online for interventions, you may want to use the sheet below to help you with organizing your interventions.

[|Click here] to link to a listing of academic and behavioral intervneitons from Jim Wright.