Interventions are strategies used to teach new skills, build fluency in skills, and for the child to take what they learned and apply it to their learning.
One of the first steps in providing students with a free and appropriate public education (FAPE) is getting students with special needs into special education (Smith, 2016). This provides students with disabilities a program that will enable them to achieve their goals and objectives in the least restrictive environment. Intervention strategies are crucial in assisting students with special needs. These intervention strategies and methods teachers should use to help students in achieving their goals are determined during the IEP process (Smith, 2016). The assessment data is key for providing information in which intervention techniques and methods will be essential in assisting the student in achieving their goals and objectives.
Direct Instruction: In this model, teachers use a multiple step instructional approach to teach content that utilizes a well-developed and carefully planned lesson plan. In direct instruction the teacher is modeling, guiding, and repeating when necessary. I do, we do, you do, are the main components of direct instruction. When necessary the lesson is repeated if students did not comprehend what was being taught. Direct instruction focuses on the teacher being in control of the learning process that is highly scripted and structured (Smith, 2016).
Differentiated Instruction: Smith (2016) explains, "the result of differentiated instruction is that the teacher can no longer teach one lesson, the same way, and expect all students to benefit because they now have to differentiate what and h ow they teach in order to meet the needs of ALL of their students," (p. 146, para. 3). Differentiated instruction incorporates a multitude of strategies that address, "student strengths, interests, skills, and readiness," (Smith, 2016, p. 147, para. 2). Smith (2016) lists the following characteristics of successful differentiation (p. 148, para. 1):
Alberta Education. (January 30, 2015). Using Differentiated Instruction to Support All Learners. [Video Post]. Retrieved on June 2, 2017, from: https://www.youtube.com/watch?v=EOPe_cJ67No
Universal Design for Learning: Smith (2016) explains that Universal Design Learning (UDL) is emphasized in IDEA 2004 stating that it is a flexible approach for meeting diverse learning needs of students in the classroom.
Accommodations and Modifications for Students:
One of the first steps in providing students with a free and appropriate public education (FAPE) is getting students with special needs into special education (Smith, 2016). This provides students with disabilities a program that will enable them to achieve their goals and objectives in the least restrictive environment. Intervention strategies are crucial in assisting students with special needs. These intervention strategies and methods teachers should use to help students in achieving their goals are determined during the IEP process (Smith, 2016). The assessment data is key for providing information in which intervention techniques and methods will be essential in assisting the student in achieving their goals and objectives.
Direct Instruction: In this model, teachers use a multiple step instructional approach to teach content that utilizes a well-developed and carefully planned lesson plan. In direct instruction the teacher is modeling, guiding, and repeating when necessary. I do, we do, you do, are the main components of direct instruction. When necessary the lesson is repeated if students did not comprehend what was being taught. Direct instruction focuses on the teacher being in control of the learning process that is highly scripted and structured (Smith, 2016).
Differentiated Instruction: Smith (2016) explains, "the result of differentiated instruction is that the teacher can no longer teach one lesson, the same way, and expect all students to benefit because they now have to differentiate what and h ow they teach in order to meet the needs of ALL of their students," (p. 146, para. 3). Differentiated instruction incorporates a multitude of strategies that address, "student strengths, interests, skills, and readiness," (Smith, 2016, p. 147, para. 2). Smith (2016) lists the following characteristics of successful differentiation (p. 148, para. 1):
- In-depth knowledge of student's needs.
- Methods to monitor student's progress.
- In-depth knowledge of evidence-based practices.
- Flexibility in using the core curriculum.
- Emphasis on teaching components of the content.
- Development of routines that support differentiation.
Universal Design for Learning: Smith (2016) explains that Universal Design Learning (UDL) is emphasized in IDEA 2004 stating that it is a flexible approach for meeting diverse learning needs of students in the classroom.
Smith (2016) describes UDL as having, "three principles that provide a multiple means of representation, to provide multiple means of expression, and to provide for multiple means of engagement," (p. 149, para. 1). The following list (Smith, 2016. p. 149, para. 1) explains each principle:
Principle 1: Provide Multiple Means of Representation
This principle deals with the "what" of learning. Students learn differently and therefore should be provided with different options for learning. Some may prefer to learn through reading a text while others may need manipulates.
Principle 2: Provide Multiple Means of Expression
This principle focuses on the "how" of learning. Students need to have different ways of expressing themselves. Some students may do so through written expression, while others mayneed to use oral expression or even drawing pictures.
Principle 3: Provide Multiple Means of Engagement
This principle relates to different ways of engagement. Some students like a great deal of structure, or may even require a great deal of structure, while others learn best if they are left to their own styles of engagement.
"UDL is intended to address inflexible curricula by creating major learning opportunities for students with learning differences, including those with disabilities and even those classified as gifted," (Smith, 2016, p. 148, para. 4).
ECACorg. (January 25, 2016). Accommodations and Modifications for Students with Disabilities. [Video Post]. Retrieved on June 3, 2017, from: https://www.youtube.com/watch?v=O0xdaCEqrU0
Instructional Strategies
Smith (2016), explains that students with disabilities must meet the same standards as students without disabilities as required by IDEA and No Child Left Behind Act. One way to help them meet these standards is to teach them using a variety of instructional strategies. These strategies can have a positive impact on their learning and behavior (Smith, 2016). Smith (2016) describes a six-step process for using instructional strategies.
- Assess student's strategy needs and obtain student's commitment to learning.
- Create a strategy approach.
- Provide direct explanation of the strategy.
- Model the strategy.
- Determine whether the student understands the strategy.
- Provide student practice opportunities.
There are strategies to acquire information that include strategies for reading, note-taking, how to get information from textbooks, and how to use organizational tools. There are strategies on how to store and retrieve information for later use. Some include keyword method and reconstructive method. There are strategies on how to express learned materials. Some include writing strategies like theme-writing strategy and sentence-writing strategy.
eHow. (July 4, 2009). Special Education Teaching: Teaching Strategies in Special Education. [Video Post]. Retrieved on June 3, 2017, from: https://www.youtube.com/watch?v=C6uYhDU5tvg
Multi-tiered Levels of Support
atlasinitiative. (September 25, 2008). Response to Intervention: A Tiered Approach to Instructing All Students. [Video Post]. Retrieved on June 3, 2017, from: https://www.youtube.com/watch?v=nkK1bT8ls0M
Smith (2016) explains, "When using the RTI model or the MTSS model, the multi-tiered approach enables teachers to try different levels of instruction so that students have an opportunity to be successful with the lease degree of supports, which will help them become as independent as possible while still achieving academic success," (p. 158, para. 2).
Student Progress Monitoring and Data Driven Instruction
Teacher are able to determine the effectiveness of their instruction when using student progress monitoring and data-driven instruction. These allow teachers real time data to determine if their instruction was effective so that modifications can be made to help students achieve their learning goal. Smith (2016) explains that, "IDEA 2004 acknowledges this fact by requiring schools to use initial and on-going assessments and modify intervention programs as necessary," (p. 159, para. 3). Data-based decision-making is a component of student progress monitoring. Data must be collected and analyzed to facilitate instructional decision-making (Smith, 2016).
HCPSVideoChannel. (May 4, 2016). Student Progress Monitoring. [Video Post]. Retrieved on June 3, 2017, from: https://www.youtube.com/watch?v=QLoRzalh1ZU
Here is a list of some of the interventions provided by the California Department of Education.
(1) That children exhibiting serious behavioral challenges receive timely and appropriate assessments and positive supports and interventions in accordance ...
May 15, 2017 ... A framework that aligns Response to Instruction and Intervention with the Common Core State Standards and the systems necessary for ...
District & School Interventions. State and federally funded programs that assist local educators and administrators in improving students achievement.
May 13, 2016 ... Selected Web sites provide research-based intervention programs and tools created to support students achieve college and career readiness ...
To prevent emergency interventions from being used in lieu of planned, systematic behavioral interventions, the parent, guardian, and residential care provider, ...
Jan 23, 2017 ... This has been replaced by “evidence-based interventions” under the Every Student Succeeds Act (ESSA). This shift was designed to help ...
Dec 2, 2015 ... Behavioral Intervention Strategies and Supports. We can keep students in school and hold them accountable. Research on student ...
8. [MS Word] Brief: Staffing for RtI 2 Academic Interventions
California Department of Education. Response to Instruction and Intervention Brief: Staffing for Response to Instruction and Intervention Academic Interventions.
May 13, 2016 ... These include the interventions within the RtI2 processes, supports for Special Education, Title I, Title III, support services for English Learners, ...
Mar 14, 2017 ... A general education approach of high quality instruction, early intervention, and prevention and behavioral strategies aligned with Multi-Tiered ...
11. [MS Word] Response to Intervention (RtI) - Services & Resources
Mar 10, 2017 ... Determining specific learning disability eligibility using response to instruction and intervention.
Research shows that school counseling interventions have a substantial impact on students' educational and personal development. Individual and small-group ...
Aug 16, 2016 ... Trending in District & School Interventions. District & School Interventions. Recently Posted in District & School Interventions. No items posted in ...
Mar 14, 2014 ... The result of these changes was to modify the Behavioral Intervention Plan mandate to align it more closely with federal law and reduce ...
A Parent Empowerment petition requests the Local Educational Agency (LEA) of a Subject School to implement one or more of the four interventions identified ...
May 2, 2016 ... Ensure that pupils with attendance problems are identified as early as possible to provide appropriate support services and interventions.
Jul 29, 2016 ... Intervention Programs. Program Type 4 - Intervention. Publisher, Program ... Program Type 5 - Intervention for English Learners. Publisher ...
According to a Senate Floor analysis, the intent of these changes is to modify "the Behavioral Intervention Plan mandate to align it more closely with federal law ...
The result of these changes was to modify the Behavioral Intervention Plan mandate to align it more closely with federal law and reduce unnecessary costs, ...
School, Novato Early Intervention. CDS Code. 21 65417 0122937. Website, http ://www.nusd.org External link opens in new window or tab. Link opens new ...
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