Every school has students who struggle academically and educators who work hard to help each one succeed. However, public accountability and rigorous expectations make it difficult for teachers to thoughtfully and strategically design and implement instructional support systems that offer effective intervention for students.
QES engages educators in understanding how to create and sustain effective student intervention programs.
Effective intervention program development involves individuals (or teams) analyzing achievement data, best practices, research-based strategies and classroom realities. Through such analysis, educators learn to anticipate and consider the critical barriers and variables that often preclude effective intervention. Relying on a culture of evidence, educators are able to identify: students most at-risk; what skills and content students need; what support structures and strategies are effective; and, when and how to implement best practices within and across classrooms.
Effective intervention programs must consider and incorporate:
- In-depth understanding of content
- Critical assessment of progress through data analysis
- Recognition of what impedes learning
- Strategic and intense instructional strategies
- Viable delivery systems including ongoing assessment and communication of progress
Planned Elements of Designing Intervention:
- Design a focused intervention plan within and beyond classrooms–Use multiple processes and filters to design an effective intervention program based on needs and best practices
- Assess progress related to standards-based instruction and achievementExamine current realities and perceptions that help or hinder significant support for struggling students
- Examine research and effective practice–Understand critical components of quality instruction and intervention within and beyond classrooms
- Analyze data to identify intervention targets and strategies–Analyze multiple data sources to recognize and support specific students, subgroups, and populations in need