Supporting Struggling Students Through Interventions
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Transcript of Supporting Struggling Students Through Interventions
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Supporting Struggling Students Through Interventions
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Five Steps to Developing a Proactive Intervention Plan
• Identify mastery thresholds• Establish red flags• Develop formative assessments• Select appropriate
interventions• Monitor your plan
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Case Study• Read the following case study.• Assuming that Principal Mathers has no additional resources to hire after-school tutors, how can he best address this problem.
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Here’s How• Read how Principal Mathers and his
school are confronting the question.• Discuss how this aligns with your
decision to deal with the issue.
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What is Effective Support?Effective Support is….• Ongoing• Proactive• Targeted• Accelerative• Learning-focused• Monitored• Managed by a teacher
as advocate
Effective Support is Not..• As Needed• Reactive• Generalized• Remedial• Behavior-focused• Random• Imposed by a teacher
as adversary
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Rules for Interventions• Interventions should be
seamless and unobtrusive.• Interventions should be
designed to get students quickly back on track.• Interventions should be
systematic.
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Rules continued• Interventions should be
temporary.• Interventions should be minimal.• Interventions should be specific.• Interventions should not be
labor intensive
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Monitor and Gradually Remove Your Supports
• Use formative assessments to determine whether supports are working.
• Decrease the amount of support you provide for students over time.
• Increase the number of steps students must complete on their own.
• Decrease the frequency of Support.
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Instructional Intervention Strategies Handouts on Duplin Website
• Go to Departments next to RttT next to Common Core Day February 18th
• The packet contains suggested interventions teachers can use to support struggling students.
• The key is determining when a student is beginning to go into a destructive struggle and to have an intervention plan in place to provide them with immediate support.
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Planning Interventions• Interventions should be a part of the
lesson planning process.• Assess what you are teaching and
decide what corrective actions will help get my students back on track.
• Be proactive and have these ready to implement the minute a student starts a destructive struggle.
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Supporting Students After Instruction
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Why do students continue to struggle?
Work in groups of four to develop and categorize a list of possible reasons for the following:Even after you have supported students prior to the lesson, provided them with targeted intervention during the lesson, you still have a handful of students who do not understand the concepts or still cannot demonstrate mastery of the required skills.
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Categorize your list Academic use remediation alone
Remediation and behavior management
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What is Remediation?• Acceleration was offered before
students started the unit of study.• Intervention was offered during the
instruction.• Remediation is an opportunity to
provide additional support to those students who still do not understand key concepts in spite of attempts to support them.
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Who do You Remediate?• Constantly analyze formative data to
determine students with deficits in their learning.
• Determine all students close to mastery.
• Determine students who need intensive remediation.
• Students who struggle with context(test structure) rather than content.
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Error Analysis• Have student review first
assessments to analyze errors.• Determine and present probable
causes of error.• Determine how to prevent this error
in the future.• Students should present an error
analysis before they can retest.
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Reteach• Teach concepts the students don’t
understand a different way.• Focus on only the key concepts and skills
students need to know.• Re-teaching should occur shortly after a
students’ assessment shows they did not understand much of the material.
• Teaching should be different than regular instruction.
• Should not create additional work for students.
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Tutoring• Can use teacher or peer tutoring or
both.• Should help students develop
specific skills.• Should target the learning task with
which they are struggling.• Should be temporary.• Electronic or on-line tutorials can be
used.
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Additional Practice• Not drill and kill!• Practice should focus on helping
students develop fluency and proficiency.
• Practice should be distributed over a period of time. Use several sessions.
• Should be meaningful• Should be short• Should have built in feedback.
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Organization and Study Habits
• If poor performance is due to poor learning habits, the remediation may need to focus on this.
• Work on learning strategies• Work on organization of notebooks, note-
taking strategies.• Teach them how to use graphic organizers.• Allow them to retake the assessment after
they have applied these new strategies.
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Alternative Instructional Strategies
• Match students best learning style.• Hands-on verses lecture.• Working with a partner or small group.• Breaking information down into small
learning targets and teaching small chunks at a time.
• Remediation is not simply going over the material more slowly. Its teaching concepts a different way.
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Reassessing• After providing the corrective action.• Reassess to improve learning not
grades.• Reassess only when it helps students
learn information they need to move on.
• Reassess in a new or different format, as applicable.
• Reassess as close to the original assessment as possible.