Parents » Intervention

Intervention

Dr. Wendy Molina-Solis, Director of MTSS
Kimberly Carrillo, Executive Secretary
626-943-3530
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Academic and behavioral intervention is the opportunity for students demonstrating an opportunity gap to develop an understanding of skills and/or learning targets during the regular classroom time.  This is initially achieved within the classroom environment during small group work as demonstrated in the tiered pyramid above.  The MTSS model demonstrates the importance of providing equity and access for all students, differentiating supports for our at promise students as well as our GATE students, within the classroom environment, by the general education teacher. Strategies, such as UDL and GLAD within a workshop model may assist in providing such diverse and dynamic teaching opportunities.

 

Today’s children face a multitude of challenges and pressures that did not exist thirty years ago. As such, teachers must learn how to proactively identify behavioral and academic areas of need and address them before students fall behind.  AUSD Cognitive Coaches guide teachers in providing these in-classroom interventions.  Most importantly, assessment data aligned with effective classroom intervention strategies equip teachers with structured methods for identifying areas of weakness and helping students increase academic proficiency.  

 

What Is Intervention in Education and what does it look like in AUSD? 

Classroom intervention is a set of instructional targeted supports teachers provide students to help a child improve in their area of need. There are four key components of classroom intervention:

  • Being proactive- identify a need before it becomes a larger obstacle for the child
  • Intentional- be specific in addressing the identified area of growth
  • Formal- use evidence based strategies and track the progress through informal and formal assessments
  • Flexible- adjust strategies based upon student response

 

As previously mentioned, there are 2 types of interventions provided for students in AUSD:

 

1)  Interventions to support behavioral needs including social-emotional

To address a child’s behavior at school, like disrupting class, refusing to do homework, unresponsiveness, inappropriate language and aggression, it is vital teachers work to determine the reason behind a student’s desire to demonstrate unwanted behaviors (function of the behavior).  Once the motivating factor behind the behavior is identified, teachers can construct an effective behavior intervention plan for teaching more appropriate behaviors while meeting the child’s needs.

 

2)  Instructional interventions, also called academic interventions, deal with a student’s academic problem areas, like reading, math or another subject.

When a child struggles with reading skills, educators will employ reading intervention strategies. This type of intervention involves more detailed tracking of progress and frequent adjustments to reach a student’s optimal academic proficiency. The instructional intervention definition also includes Response to Intervention, which involves three tiers of intervention that become increasingly intense while attempting to address the child’s core academic need.

AUSD is proud to have Intervention Specialists, credentialed teachers, who provide out of classroom Tier 2 interventions when a student demonstrates needs beyond the in class supports.  Students will continue to receive in class differentiation but then will also receive small group instruction with an Intervention Specialist using one of our two intervention programs:  Leveled Literacy Intervention (LLI) or the Sonday System.  
 
Ongoing progress monitoring is a significant component of our MTSS process and intervention program.  
 
If you feel your child may benefit from interventions, kindly request an SST from your school site administrator.  To learn more about SSTs, click on the SST icon found on the general MTSS site.
 
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