Designing Intervention Systems That Get Results

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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

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Ineffective Past Practices

• Referral to special education
• Pull-out remediation
• Reliance on scripted, canned programs
• After-school, before-school and lunchtime
  tutoring groups

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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
  instructionnot as a replacement for initial
  instruction.

(DuFour, DuFour, Eaker, Professional Learning
Communities at Work Best Practices for Enhancing
Student Achievement, 1998)
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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!

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Robert Frost Junior High

• White 63
• Black 7
• Hispanic 14
• Asian 13
• Multiracial 3
• Low Income 11

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Frost ISAT Reading Meet/Exceed
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Frost ISAT Math Meet/Exceed
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Making Intervention Work at Frost

• Ensure solid core instruction focused on
  essential outcomes
• Design a master schedule that mirrors your
  schools 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

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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

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

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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

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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

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Sample Rotation Schedule (The first subject area
has priority for that day.)
Week One Tuesday Math LA Week One Thursday Social Studies Math
Week Two Tuesday LA Math Week Two Thursday Science LA
Week Three Tuesday Math LA Week Three Thursday Social Studies Math
Week Four Tuesday LA Math Week Four Thursday Science LA
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Homework Intervention

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

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PBIS Behavioral Intervention

• Positive
• Proactive
• Consistent
• Systematic
• Layered

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Frost Reading ISAT IEP
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Frost Math ISAT IEP
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Frost ISAT Reading Economically Disadvantaged
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Frost ISAT Math Economically Disadvantaged
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Frost ISAT Reading Hispanic
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Frost ISAT Math - Hispanic
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Top District 54 School 2010 ISAT
96.3
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Please Contact Us At Frost

• Robert Frost Junior High - Schaumburg School
  District 54
• Paul Goldberg
• 847-357-6800
• paulgoldberg_at_sd54.org