Menu of Interventions: Academics

Menu of Interventions:

Academics

Table of Contents

1. Accommodations vs. Modifications vs. Interventions...........................4

2. Academic Interventions................................................................5

a. Reading Fluency..................................................................6 1. Error Correction & Word Drill Techniques..............................7 2. Listening Passage Review.................................................9 3. Paired Reading.........................................................10 4. Reading Practice.........................................................11 5. Repeated Reading.......................................................12 6. Choral Reading or Neurological Impress Method...................13

b. Reading Comprehension......................................................14 1. Advanced Story Map....................................................15 2. Ask-Read-Tell: Cognitive Strategy.....................................17 3. Main-Idea Maps.........................................................19 4. Mental Imagery: Improving Text Recall..............................21 5. Question-Generation....................................................22 6. Repeated Reading and Oral/Written Retell.........................23 7. Text Lookback...........................................................24

c. Writing...........................................................................25 1. Cover-Copy-Compare: Spelling or Sight Words...................26 2. Sentence Combining: Teaching Sentence Structure by Doing......29 3. Writing Power: Cognitive Strategy Instruction in Expository Writing.......................................................32

d. Math Computation and Fluency.............................................35 1. Master Math Facts: Cover-Copy-Compare..........................36 2. Self-Administered Folding-In Technique: Math Facts...............38 3. Math Computation: Increase Accuracy by Intermixing Easy and Challenging Computation Problems.......................42 4. Math Computation: Student Self-Monitoring of Productivity to Increase Fluency.......................................43

e. Math Problem Solving.........................................................46 1. Applied Math Problems: Using Question-Answer Relationships (QARs) to Interpret Math Graphics...................47

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2. Math Problem-Solving: Combining Cognitive and Metacognitive Strategies.........................................49

3. Self-Monitoring: Customized Math Self-Correction Checklists.................................................................50

f. Social Studies and Science....................................................56 1. Improving Content Area Comprehension with a Critical Thinking Map...................................................57 2. Improving Comprehension of Science Text with a Summarization Strategy................................................60

3. Additional Resources.................................................................63

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What's the Difference?

Accommodations vs. Modifications vs. Interventions

Accommodations

Level the "playing field"

Without changing the curriculum content and without reducing learning/assessment expectations, accommodations are changes made to the student's learning environment so that s/he is able to access the curriculum based on his/her individual needs.

? Accommodations make it possible for students to be successful AT BENCHMARK.

Some examples include: ? Providing extra time for a student to complete the same test/assignments as his/her peers ? Reading a test to a student ? Providing preferential seating

Modifications

Create the "playing field"

Modifications involve changing instruction and/or assessment, which alters, lowers, or reduces learning/assessment expectations.

? Modifications designate a DIFFERENTIATED BENCHMARK.

Some examples include: ? Reducing the number of problems/assignments that a student must complete ? Using a different grading scale for a student ? Providing a student with film or video supplements in place of reading text

Interventions

Ensure the "playing field"

Interventions are specific skill-building strategies that are implemented and monitored in order for students to learn a new skill, increase fluency in a skill, or generalize an existing skill. They include assessment, planning, and monitoring progress.

? As additions to the curriculum, interventions are designed to help students MAKE PROGRESS TOWARDS BENCHMARKS.

Some examples include: ? Providing an evidence-based one-on-one intervention to improve a student's reading comprehension for 30 minutes twice per week. ? Working with a small group of students three times per week to increase their accuracy in completing math computation problems. ? Implementing a study skills intervention with a small group of students in order for them to learn study skills they may not have, but that are needed for them to succeed academically.

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Academic Interventions

In order for students to learn new skills, increase fluency in certain skills, and generalize existing skills, interventions are needed in addition to any necessary accommodations and modifications. Therefore, this guide provides a "menu" of evidence-based academic interventions in reading fluency, reading comprehension, writing, math fluency and computation, math problem solving, and science/social studies.

The academic interventions provided were obtained from the following electronic and printed sources:

? ? Rathvon, N. (2008). Effective school interventions, second edition. New York:

The Guilford Press. ? Wendling, B. J., & Mather, N. (2009). Essentials of evidence-based academic

interventions. Hoboken, NJ: John Wiley & Sons.

Also, it is important to note that interventions should not only be implemented, but progress needs to be monitored to assess whether the intervention is effective. So be sure to collect baseline data prior to intervention implementation, and collect data throughout intervention implementation. Additional resources on progress monitoring are found in the Additional Resources section (p. 60).

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