Intervention Team Most likely used A team can Transition time to Typically, each Depending on the when number of accommodate a new groups grade level number of students needing larger number of needed receives support intervention intervention is large, groups General ½ hour each day groups necessary, or beyond what can Larger numbers education resources may be done by the of groups can teacher need to be teacher and one make for more disconnected rethought in the support staff options when from student and school student’s needs instructional Make sure change planning adequate training Interventionists and support is report wanting to into the have the students model for longer periods Make sure of time students most in Training and need have the support needs to most qualified be coordinated interventionists May be easy to overlook need to make core curricular changes Walk to Intervention Similar to Designated time Transition time to Each grade level Depending on the intervention team by grade level new groups coordinates number of Cross-Class approach, but insures that all needed intervention time intervention teachers used as students General with other groups necessary, interventionists receiving extra education reading teachers teachers may be reading time teacher (reading able to provide without conflicts sometimes specialists/special more guided to missing disconnected education) assistance to general education from student and students barely curriculum instructional on Allows for several planning certified staff to be providing
Intervention Team Most likely used when number of students needing intervention is large, or beyond what can be done by the teacher and one support staff A team can accommodate a larger number of groups Larger numbers of groups can make for more options when student’s needs change Transition time to new groups needed General education teacher disconnected from student and instructional planning Interventionists report wanting to have the students for longer periods of time Training and support needs to be coordinated May be easy to overlook need to make core curricular changes Typically, each grade level receives support ½ hour each day Depending on the number of intervention groups necessary, resources may need to be rethought in the school Make sure adequate training and support is into the model Make sure students most in need have the most qualified interventionists Walk to Intervention Cross-Class Similar to intervention team approach, but teachers used as interventionists Designated time by grade level insures that all students receiving extra reading time without conflicts to missing general education curriculum Allows for several certified staff to be providing Transition time to new groups needed General education teacher sometimes disconnected from student and instructional planning Each grade level coordinates intervention time with other reading teachers (reading specialists/special education) Depending on the number of intervention groups necessary, teachers may be able to provide more guided assistance to students barely on
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