di: Interventions overview

[monique at onestoplearning.co.uk]

Hi all,

 

I was looking for something and came across this message (below) from Don; a gem that deserves another outing.

 

Monique

 

From: di-bounces at lists.uoregon.edu <di-bounces at lists.uoregon.edu> On Behalf Of Don Crawford
Sent: 11 December 2017 18:38
To: DI listserve <di at lists.uoregon.edu>
Subject: di: Interventions overview

 

Lately I've been seeing a need for an overview and quick diagnosing tool for students who aren't being successful.  It is NOT always a case of putting a given student back a bunch of lessons.  Sometimes there's stuff that can be done.  Anyway here's my quick overview of possible interventions and how to figure out what to do.

 

Note: Don’t accept “comprehension” as a student problem.  “Comprehension” is usually code for “incorrect answers on written work.”  You have to dig further to know what is really the problem.  

Diagnosing: 1) Watch the student during the lesson. Is the student paying attention, participating, correctly answering or completely confused? 2) Do parts of the lesson one-on-one with student and see if student can do it when motivated, paying attention or participating, or is still completely confused. 

1.     Is this a shared problem?  Several students in the room have the same issue and therefore should be a change in teaching practice or a small group intervention or a whole class intervention?

2.     Is this a behavior problem?  The problem is that the student is not participating in instruction and therefore should be a behavior intervention?  

a.     Fix: Have the teacher move the student to the front and more closely monitored and frequently redirected by the teacher and/or have a reinforcement system in place.

3.     Is this an attention problem?  The student is not attending to the lesson, following the instruction or correctly writing answers or doing what he should during the lesson.  

a.     Fix: Have the teacher move the student to the front and more closely monitor and frequently redirect or to be taught or pre/taught in a smaller group.

4.     Is this a practice problem?  The student has a skill but needs to get better, or more fluent with it, e.g., not improving in reading fluency, math fact fluency, or spelling accuracy.  Needs more practice time daily.  

a.     Fix: Set up times for more practice during remediation time or other time with a peer or another adult. Monitor progress. Increase intensity until successful.      

5.     Is this an English problem?  The student does not know enough English to understand the lessons as they are progressing—unable to do it one-on-one.  

a.     Fix: Set student up with bilingual buddy or coordinate with ESL teacher. 

6.     Is this a specific skill problem? Usually skills like blending in beginning reading or counting or borrowing in math, students can be missing specific skills that are assumed to be already learned.  Student may be able to do other things, but not this particular skill.  

a.     Fix: Set up a small group to be taught this specific skill by a skilled teacher (not an aide) using selected scripts from the DI programs.  Intervention specialist supervises.  

7.     Is this a placement problem?  Is the student placed into too high a group—unable to do it one-on-one (and can’t pass placement test)?  

Don Crawford
(503) 298-8656

14435 SE Donatello Loop

Happy Valley, OR 97086

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