Designing Intervention Systems
That Get Results
Dr. Paul Goldberg, Principal
Ms. Caron Demos, Teacher
Ms. Tricia Leong, Teacher
Robert Frost Junior High
Schaumburg School District 54
Ineffective Past Practices
• Referral to special education
• Pull-out remediation
• Reliance on scripted, canned
programs
• After-school, before-school
and lunchtime tutoring groups
Intervention Systems
Intervention systems should be:
• Systematic in identifying students by name and need
• Built into the structure of the school day
• Guaranteed to all students demonstrating difficulty
mastering grade-level appropriate material.
• Delivered as an “extra dose” on top of initial
instruction—not as a replacement for initial
instruction.
(DuFour, DuFour, & Eaker, Professional Learning Communities
at Work: Best Practices for Enhancing Student Achievement, 1998)
All children can learn!
• But it happens at different
rates.
• Initial instruction must be
precise.
• Adjust time and support to
ensure all children do learn!
Robert Frost Junior High
•
•
•
•
•
White – 63%
Black – 7%
Hispanic 14%
Asian 13%
Multiracial 3%
• Low Income 11%
Frost ISAT Reading: Meet/Exceed
100
90
percentage
80
83.2
84.5
2005
2006
95.8
89.4
90.7
88.6
2007
year
2008
2009
74
70
60
50
40
30
20
10
0
2004
2010
Frost ISAT Math: Meet/Exceed
91.5
95
92.6
93.1
2006
2007
year
2008
2009
97.4
79.5
71.4
percentage
100
90
80
70
60
50
40
30
20
10
0
2004
2005
2010
Making Intervention Work at Frost
1. Ensure solid core instruction focused on essential
outcomes
2. Design a master schedule that mirrors your
school’s priorities
3. Create multi-tiered Academic Interventions
–
–
–
–
Cross curricular
Additional Literacy beyond core
Timely, Targeted, and Systematic
Homework/Organization
4. Implement systemized positive behavior supports
Master Schedule
• Your schedule should mirror your priorities
• Developed for planning time – Hybrid Design
– PLC Team Common Plan Time (3 days/week)
– Interdisciplinary Team Common Plan Time (2
days/week)
• Allows for co-teaching and all students in
general education classes
PLC Collaboration
Common
Assessment
Given
Discuss Results
with PLC
Create
Groups
Use Data to
Determine:
Proficient
Non-Proficient
Plan for
Intervention
Group Based
on Need and
Strategies that
Worked
Additional
Personnel
Feedback
Suggestions
on Activities
In-Class Intervention
Intervention occurs after common
assessments in core classroom
– All new instruction stops
– Students are grouped by need
– Non-proficient students receive structured
interventions in small group setting
– Proficient students receive structured enrichment
– Additional personnel (special education teachers,
literacy coach, bilingual resource teacher, etc.) often
co-teach to support intervention and enrichment
Literacy Intervention
Scheduled and structured literacy intervention
classes are taught for non-proficient students
– Extra 40 minutes five days a week
– Students are targeted by need
– Small groups of students are taught by
reading intervention teachers
– Lessons parallel core instruction - Preteaching
Timely, Targeted, and Systematic
Intervention
Timely and targeted intervention occurs in
core classes via a modified schedule
– Twice a week an extra period is created by briefly shortening
all other periods
– Students are targeted by need
– Non-proficient students receive structured interventions in
small group setting
– Proficient students receive structured enrichment
– Additional personnel (special education teacher, literacy
coach, bilingual resource teacher, etc.) often co-teach to
support intervention and enrichment
Sample Rotation Schedule
(The first subject area has priority for that day.)
Week One: Tuesday
1. Math
2. LA
Week One: Thursday
1. Social Studies
2. Math
Week Two: Tuesday
1. LA
2. Math
Week Two: Thursday
1. Science
2. LA
Week Three: Tuesday
1. Math
2. LA
Week Three: Thursday
1. Social Studies
2. Math
Week Four: Tuesday
1. LA
2. Math
Week Four: Thursday
1. Science
2. LA
Homework Intervention
500
400
300
411
231
Grades
Number of Final
Ds and Fs Per Year
179
200
100
0
65
06 - 07
07 - 08
08 - 09
09 - 10
years
1.
2.
3.
4.
Homework Lunch
After School Support
General Support Resource
Learning Groups
PBIS Behavioral Intervention
80
•Positive
•Proactive
•Consistent
•Systematic
•Layered
73
42
60
40
5
20
0
07 - 08
08 - 09
09 - 10
years
Referrals Per Year
# of Referrals
# of Suspension Days
Suspension Days Per Year
1000
900
780
510
800
600
400
200
0
07 - 08
08 - 09
years
09 - 10
Frost Reading ISAT: IEP
100
86.6
90
80
66.7
70
59.5
55.3
60
48.8
50
40
30
28.8
20
10
0
2004
2005
2006
2007
2008
2009
2010
Frost Math ISAT: IEP
95.1
100
90
78.8
76
80
66.3
70
69.8
60
50
40
30
28.8
20
10
0
2004 2005 2006 2007 2008 2009 2010
Frost ISAT Reading: Economically
Disadvantaged
100
90
80
84.9
79.3
73.2
70
60
50
40
30
20
10
0
2008
2009
2010
Frost ISAT Math:
Economically Disadvantaged
100
90
80
70
60
50
40
30
20
10
0
88.2
79.3
78.6
2008
2009
2010
Frost ISAT Reading: Hispanic
100
91.2
90
80
78
79.3
81
81.3
2008
2009
70
2006
2007
2010
Frost ISAT Math - Hispanic
100
87.7
90
89.3
90.8
91.3
2009
2010
82.4
80
2006
2007
2008
Top District 54 School – 2010 ISAT
Top D54 Schools
ISAT Math/Reading/Science Combined
100
96.3
95.9
95.6
Mead
Link
95
90
Frost
Please Contact Us At Frost
Robert Frost Junior High - Schaumburg School District 54
Paul Goldberg
847-357-6800
paulgoldberg@sd54.org