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Designing Intervention Systems That Get Results
Dr. Paul Goldberg, Principal Ms. Caron Demos, TeacherMs. Tricia Leong, TeacherRobert 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
74
83.2 84.589.4 90.7 88.6
95.8
0
10
20
30
40
50
60
70
80
90
100
2004 2005 2006 2007 2008 2009 2010year
perc
enta
ge
Frost ISAT Math: Meet/Exceed
71.479.5
91.5 95 92.6 93.197.4
010
2030
405060
7080
90100
2004 2005 2006 2007 2008 2009 2010year
perc
enta
ge
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
Plan for Intervention
Group Based on Need and Strategies that Worked
Create Groups
Use Data to Determine:Proficient
Non-Proficient
Common Assessment
Given
Discuss Resultswith PLC
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:
Tuesday1.Math2.LA
Week One: Thursday1.Social Studies2.Math
Week Two: Tuesday
1.LA 2.Math
Week Two: Thursday1.Science2.LA
Week Three: Tuesday
1.Math2.LA
Week Three: Thursday
1.Social Studies2.Math
Week Four: Tuesday
1.LA2.Math
Week Four: Thursday
1.Science2.LA
Homework InterventionDs and Fs Per Year
411
231179
65
0
100
200
300
400
500
06 - 07 07 - 08 08 - 09 09 - 10
years
Num
ber
of F
inal
Gra
des
1.Homework Lunch2.After School Support3.General Support
Resource4. Learning Groups
PBIS Behavioral Intervention
Suspension Days Per Year
73
42
5
0
20
40
60
80
07 - 08 08 - 09 09 - 10
years
# o
f Sus
pens
ion
Days
Referrals Per Year
900780
510
0
200
400
600
800
1000
07 - 08 08 - 09 09 - 10
years
# o
f Ref
erra
ls
•Positive •Proactive•Consistent•Systematic•Layered
Frost Reading ISAT: IEP
28.8
48.855.3
66.7
59.5
86.6
0
10
20
30
40
50
60
70
80
90
100
2004 2005 2006 2007 2008 2009 2010
Frost Math ISAT: IEP
28.8
66.3
7669.8
78.8
95.1
0
10
20
30
40
50
60
70
80
90
100
2004 2005 2006 2007 2008 2009 2010
Frost ISAT Reading: Economically
Disadvantaged
79.373.2
84.9
0
10
20
30
40
50
60
70
80
90
100
2008 2009 2010
Frost ISAT Math: Economically
Disadvantaged
79.3 78.688.2
0102030405060708090
100
2008 2009 2010
Frost ISAT Reading: Hispanic
78 79.381 81.3
91.2
70
80
90
100
2006 2007 2008 2009 2010
Frost ISAT Math - Hispanic
82.4
87.789.3
90.8 91.3
80
90
100
2006 2007 2008 2009 2010
Top District 54 School – 2010 ISAT
Top D54 Schools I SAT Math/Reading/Science Combined
95.9 95.6
90
95
100
Frost Mead Link
96.3
Please Contact Us At Frost
Robert Frost Junior High - Schaumburg School District 54
Paul Goldberg847-357-6800
