How Will We Respond When Some Students Dont

How Will We Respond When Some Students Don’t Learn? Systematic Interventions

Systematic Process of Intervention Students who are having difficulty with learning can receive a wide degree of support, depending on the teacher. Therefore, it is important that this intervention be systematic, part of a school-wide plan to ensure student success.

“In order to help all students learn at high levels, schools must provide students who are experiencing difficulty in learning with additional time and support for learning in a timely, directive and systematic way” (Learning by Doing, 2006)

Systematic Process of Intervention n n Students need the intervention in a timely fashion, when they are first experiencing difficulty It should direct students rather than invite them for the additional time and support for learning Students should be guaranteed this time and support, regardless who is teaching them Guided by formative, common assessments

Providing Time & Support n n n Need to brainstorm with staff how the school can provide timely, direct, and systematic intervention within the school day Determine what is needed for this intervention plan to be successful and commit to it Implement and assess for effectiveness, make adjustments based on results

SPEED Intervention Plan Systematic: plan is school-wide, communicated in writing to everyone Practical: plan is affordable (time, space, staff, resources), sustainable and replicable Effective: plan is effective and available early enough in the year to make a difference, flexible Essential: plan is focused on essential learning, and specific to student’s learning needs based on formative and summative assessments Directive: plan is directive and mandatory, not optional, and part of the school day.

For Administrators n n n Be aware of “we have always done it this way” mindset Intervention is fluid, not permanent- support is there until students have acquired the intended knowledge Systems of interventions work best when they are supporting teams rather than individuals Ensure common understanding of “systems of interventions” There is no compensating for bad teaching

“It is disingenuous for any school to claim its purpose is to help all students learn at high levels and then fail to create a system of interventions to give struggling learners additional time and support for learning. ” (Learning by Doing, 2006)