Use Highly Explicit and Systematic Intervention Materials for Students Significantly Below Grade Level
Key Concepts
Use intervention materials with students whose data indicates they are performing significantly below grade level.
After analyzing student data, schools may notice certain students performing low on specific essential components. In order to catch these students up to their peers, these students need more targeted support in those specific essential components (such as fluency). An intervention program could be implemented with this subset of students to provide them with more explicit instruction and more practice opportunities, so that they can make adequate progress to meet grade level standards.
Implement intervention programs in addition to the 90 minutes of core instruction.
When schools are using an intervention program with a subset of students, the added instruction must always take place in addition to the core instruction. It is critical for all students to receive instruction from the core reading program for the entire 90 minutes to provide them with comprehensive instruction in all five essential components of reading and to expose them to grade level materials. Students needing additional support might receive anywhere from 15 to 45 minutes of extra instruction for a total of 105 to 135 minutes of total reading instruction per day.
Intervention materials must be explicit and teacher directed.
Research has shown that students improve their reading performance when intervention programs are delivered explicitly and provide clear guidance. For materials to be considered “explicit” they must clearly state objectives for each lesson, provide sufficient teacher modeling of skills/strategies before students practice, include sufficient opportunities for students to respond, structure adequate practice and review for mastery of the new skill/strategy, and provide guidance to the teacher on how to deliver corrective feedback.
Optimize program effectiveness.
Schools cannot assume that good outcomes will follow just because a good intervention program was chosen. In order to get the best results, all intervention programs must be implemented the way they were designed, delivered clearly and with modeling of new skills/strategies, and provide extra support for those students who need it. Also, intervention programs should be implemented by highly trained instructors who receive ongoing professional development on both the specific program and the most effective teaching strategies.
Professional Development Presentation
- Part 1 (16:42)
To address the needs of students who are performing below grade level and not responding to the core and/or supplemental reading programs, you will need to carefully select a program designed to accelerate their learning. Your school may need to make adjustments, such as scheduling instructional time, aligning curriculum, coordinating resources and providing professional development. Sample schedules and recommendations to help you effectively implement intervention reading materials are provided in this presentation.
Apply the Concepts
Practice Activities
Resources
1. A Consumer’s Guide to Evaluating Supplemental and Intervention Reading Programs Grades K-3: A Critical Elements Analysis
This tool assists schools with evaluating supplemental and intervention programs that address one or more of the five essential components. Schools can use this tool to ensure they are choosing a program that focuses on researched-based skills and strategies essential for early reading success.
2. Supplemental and Intensive Programs for Effective Response
This archived presentation developed by the Oregon Reading First Center provides information and usage guidelines for a variety of different supplemental and intervention programs. Schools can use this presentation to determine if these programs match the needs of their strategic and intensive students as well as guide implementation of selected programs.
3. Intervention vs. Supplemental Programs
Think of the intervention programs your school currently has.
- What makes those programs intervention programs rather than supplemental programs?
- How are intervention programs used differently than supplemental programs?
- How are intervention programs being used at your school?
4. Items for Analysis of K-3 Intervention Programs
Download a blank copy of the Items for Analysis of K-3 Intervention Programs. Choose one intervention program your school currently uses and have a copy of the teacher’s manual with you. In a small group, evaluate that intervention program using the Items for Analysis tool. Give a rating for each item and calculate the total percentage point. Does the program meet criteria for an intervention program? Why or why not?