Intervention Gaps

Gap prevention

Monitor gaps between intended and actual instruction

  • Learning gaps
  • Instructional gaps
  • Assessment gaps

Teaching and learning never finish.

Intended plans do not always match actual learning and instruction.

Embrace gaps

Embrace instructional and learning differences, and use them for opportunities to improve. Most holes take time to close.

Look for gaps

  • Plans vs. actual instruction
  • Intended outcomes vs. student needs
  • Performance goals vs. performance data
  • Exemplar work vs. actual work product
  • Intervention vs. long range learning goals

Instructional gaps

  • Examine instructional quality and practice to improve not punish
  • Non-punitive, actionable feedback builds confidence
  • Consistent quality of learning opportunities and resources across a team should be a reality not just a goal
  • Provide targeted professional development based on current instructional needs

Administrators help reduce gaps

Activities outside of teacher control impact instruction, time, and planning.

  • Keep learning interruptions to a minimum
  • Know team or department goals
  • Support not just monitor goals
  • Support consistent quality of instruction
  • Reduce material and access issues

Interventions

What learning gaps do we need to close in our classrooms?

Classroom interventions bridge gaps.

Advantage of teacher-designed interventions

  • fresh performance data
  • data from classroom builds confidence
  • actual student work
  • teacher knowledge of their students
  • efficient use of instructional time
  • balances data and experience

Performance data confidence comes from consistent implementation, quality assessments, and teacher input.

Which students need intervention now?

Team or classroom designed interventions should target manageable gaps.

Students with long-term needs benefit from targeted instructional practice and support from district programs and services.

What intervention should we use? What materials or resources are available?

  1. Reason for intervention
  2. Intervention method and practice
  3. Rigor and complexity
  4. Curriculum and resources

Clear outcomes

A high value intended result for the student and teacher.

  1. Improve long-term student learning
  2. Student benefits
  3. Teacher benefits

Do we understand the process and intended results of the intervention?

Targeted results keep a focus on the process and students.

  • plan for implementation and instruction
  • keep all activities and conversations focused
  • avoid creeping to additional issues

Interventions grow out of control without a strict focus on the intended target.

Who delivers the intervention?

Every person that interacts with the student intervention needs to understand the plan.

Is the intervention working?

Assessment or evaluation models

Formative assessment

  • Team or teacher created
  • Measure progress
  • Measure gain over time
  • Match instructional rigor
  • Align to current and past standards

Unique perspective of effectiveness

When all students, even those not in the intervention, take an assessment, you get a unique perspective. It allows for the comparison of intervention students to those not participating. It is an excellent way to check on progress to closing a gap.

Exit or end intervention

Plan for student exit, and program completion. Release students once they demonstrate the skills and thinking necessary to move back into the regular classroom learning progression.

Help struggling content area readers

Researchclose

Good habits for struggling readers

Reading independence happens when students purposely use their reading skills to enhance learning.

What skills do our students need to independently learn from reading informational text?

  • Basic reading skills to comprehend text
  • A vocabulary to support learning from content area reading
  • Approach text based on common subject area text structure
  • Able to read age-appropriate text fluently
  • Understand the reasons for using text to learn
  • Background knowledge to support meaning from the text

Prepare struggling readers for content area reading

  • Preview key concepts or vocabulary
  • Plan pre-read discussions
  • Write pre and post reading to target key learning
  • Read complex text in chunks to scaffold learning and check for understanding
  • Practice making inferences from text at central learning points
  • Model and practice thinking techniques while students are using complex text
  • Teach, model, and practice word strategies
  • Implement targeted vocabulary curriculum along with increased reading time