Session 4: Experienced with NTI
Facilitator’s Guide: A Continuum of
Interventions
Sequence of Sessions
Targets for this Session


I can determine the appropriateness of both planned and spontaneous interventions designed to meet students’ needs.
I can provide descriptive, growth-producing feedback.
High-Level Purpose of this Session

To learn about a “continuum of interventions”–from the spontaneous things that teachers do to support students, along with
“low prep” and “high prep” differentiation strategies. They will analyze a series of both spontaneous and planned classroombased interventions/differentiation for their alignment to the shifts and Standards. Finally, using role-plays, they will practice
providing feedback about interventions based on scenarios.
Related Learning Experiences

Session 1: Using Teacher Data to Support Module Implementation

Session 2: Instructional Coaching: Acting on the Data Part I
1

Session 3: Instructional Coaching: Acting on the Data Part II
Key Points

Teachers should use lowest scaffold of intervention before moving up the continuum.
Session Outcomes
What do we want participants to be able to do as a result of
this session?
1. Be able to determine the appropriateness of both
planned and spontaneous interventions designed to meet
students’ needs.
2. Be able to provide descriptive, growth-producing
feedback.
How will we know that they are able to do this?

Multiple opportunities to practice and apply through video
analysis, and scenario (transcript) application.
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator’s Preparation
Introduction to the
continuum
20 min
Introduction to the types of
interventions used: from
spontaneous to high prep
and planned.
PPT_4P_Interventions_NTI714
Work through activities as a
learner prior to facilitation and
download videos to a jump
drive.
Video Analysis
33 min
Participant notebook
Analysis of two videos that PPT_4P_Interventions_NTI714
show interventions all along
2
the continuum being used
Participant notebook
during module close reading
Videos:
lessons with students with
disabilities.
Close Reading in Action long version
Adapting Curriculum to Learners’
Needs
37 min
Scenario
Application
Application of learning
through analyzing scenario
transcripts of teachable
moments and offering
suggestions to teachers
through effective coaching
practices.
PPT_4P_Interventions_NTI714
Participant notebook
Session Roadmap
Section 1: Introduction to the Continuum
Time
Slide #/Pic of Slide
3:10-3:12
(2 min)
1,2
Time: 20 min
Script/Activity directions

Open with learning targets for the session.
o I can determine the appropriateness of both planned
Grouping
Whole
3

3:12-3:17
(5 min)
3


3:17-3:20
(3 min)
3



and spontaneous interventions designed to meet
students’ needs.
o I can provide descriptive, growth-producing
feedback.
Let participants know that though student-centered coaching
is a major driver of student achievement and should be the
goal for instructional leaders, teacher-centered coaching will
still need to occur from time to time and likely around the
use of interventions as this is an area that many teachers
struggle with regarding the modules.
Participants will read the document Continuum of
Interventions and text code: ! (really like this idea), N (new
idea to me) ? (I question the effectiveness)
These codes should be based on principals’ knowledge of
their student population. Keeping one or a group of kids in
mind might be helpful while reviewing this document.
Participants will share in pairs how they coded the
interventions that they just read.
Make sure they realize that in working with teachers to let
teachers know that the least prep, least formal intervention
is goal. Similar to least restrictive environment, teachers
should try the least restrictive interventions first, then move
up the continuum as needed.
This document can be used during observations as a guide
for principals who are coaching teachers to implement more
supports for students.
Solo
Pairs
4
Section 2: Video Analysis
Time
Slide #/Pic of Slide
3:20-3:35
(15 min)
4
Time: 33 min
Script/Activity directions



3:35-3:40
(5 min)
3:40-3:48
(8 min)
4

5




3:48-3:53
6



Participants will watch a video that illustrates how the teacher
(whose students’ work was just analyzed) used interventions
to support her students.
Ask participants to keep the Continuum of Interventions in
front of them while they view and note which interventions
they can identify. They will several spontaneous and planned
interventions.
Close Reading in Action (Long Version): 12:51min
https://vimeo.com/88991319
Participants will process with a partner and share all of the
interventions they were able to identify.
Facilitator shares slide of ones that were illustrated.
Participants watch another video from the same classroom.
This video is different in that it highlights the teacher’s
decisions around interventions along the continuum of
interventions.
Purpose for viewing–look for interventions on the continuum.
Adapting Curriculum to Learners’ Needs 6:09
https://vimeo.com/channels/corepractices/84898604
Participants will process in pairs:
How does this teacher’s use of interventions look similar or
different from ones you see used by your staff?
What ideas are emerging for you in terms of supporting staff
to implement a continuum of interventions?
Grouping
Whole
Pairs
Whole
Pairs
5
Section 3: Scenario Application
Time: 37 min
Time
Slide #/Pic of Slide
Script/Activity directions
Grouping
3:53-4:20
(27 min)
7
Participants will read transcripts of moments of instruction that
could have used an intervention. Transcripts of 3-8 ELA
Classrooms in Action
 They will identify an intervention that could have been
successful, and craft feedback to the teacher.
 Make sure that participants take the time to craft the
feedback based on everything that was learned during the
day about coaching. They may use the “Learner-Judger
Mindset” document for support and example of effective
language.
Solo
4:20-4:30
(10 min)


Bring group back to guiding questions? Who am I as an
instructional leader? Who do I want to be as an instructional
leader? How will I get there?
Ask them to spend the remaining time writing in response to
this and noting their concrete action steps that they will take.
Whole
Turnkey Materials Provided



PPT_4P_Interventions_NTI714
Participant notebook
Videos:
o Close Reading in Action long version
o Adapting Curriculum to Learners’ Needs
6
7