Academic Interventions:

Improving Outcomes for ALL Students

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Contents
Overview ......................................................................................................................................... 3
Background ..................................................................................................................................... 3
Materials/Resources ........................................................................................................................ 3
PowerPoint Presentation ........................................................................................................................... 3
Presentation Length .............................................................................................................................. 4
Activity ................................................................................................................................................. 4
Additional Resources ................................................................................................................................ 4
PowerPoint ...................................................................................................................................... 5
Priming Questions Worksheet ...................................................................................................... 34

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Overview
Professional development modules developed by the OSDE-SES are intended to assist local
educational agencies (LEAs) in providing professional development for educators. Each module
includes relevant background information, activities/materials, and a scripted PowerPoint
presentation for a particular topic area. These modules are intended for use in a workshop or
other professional development setting (e.g. faculty meeting, PLC meeting). Presenters are free
to use the modules in whichever way they choose.

This module will assist educators in the knowledge and application of high quality classroom
instruction for all students, including students with disabilities. It addresses the implementation
of academic interventions necessary for schools to meet the diverse needs of students.

Background
Academic interventions are additional instruction and supports that supplements the general
curriculum (regular classroom instruction) and are necessary to improve academic performance
for some students.

A successful academic intervention process includes providing quality instruction with

interventions matched to student need, and monitoring progress frequently to make decisions
about changes in instruction, interventions and/or student goals.

Academic interventions are critical in ensuring a student’s educational performance is not based
primarily on a lack of appropriate instruction in reading (including the essential components:
phonemic awareness; phonics; vocabulary development; reading fluency, including oral reading
skills; and reading comprehension strategies), math, or limited English proficiency.

It is very important to note that academic interventions should be provided to ALL students
[regular education, special education, English Language Learners (ELL)] in need of intervention.

Materials/Resources
PowerPoint Presentation
This presentation is intended to engage staff in meaningful professional development. Presenters
should become familiar with the PowerPoint notes and other materials/resources included in this
module, as well as additional resources related to the topic. There is space after each slide’s
presentation where the presenter may note any additional information related to LEA/school
expectations or procedures.

Slide operation: Slides load completely. No clicks are necessary (except to advance to the next slide).
Under each slide are presenter discussions and/or questions to draw in the audience and activity
opportunities.

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Presentation Length
This PowerPoint Presentation was developed as a tool to assist sites in improving their academic
intervention process. The presentation will take approximately two hours. However, it can be
shortened to about one hour by presenting the information only and not including the activities
intended to examine the intervention process in place at the site. If the shorter version is utilized,
slides 9-14, 32-36, the Priming Questions Sheet and the closing activity discussed on page 24
will need removed from the module.

Activity
The activity for this module is embedded into the PowerPoint Presentation. The worksheet for
the activity can be located on page 34 (Appendix A) and needs to be provided to each participant
prior to beginning the presentation.

Additional Resources
These are additional resources for educators to share with students and parents. A description for
each will provide educators with a better understanding of the documents and how they may be
utilized.

OSDE-SES Academic Interventions Self-Assessment- Resource for administrators and staff to

evaluate the academic intervention process at their school.

OSDE-SES Academic Interventions Self-Assessment Instructions- Resource for administrators

and staff to aid in the process of completing the Academic Interventions Self-Assessment sheet.

OSDE-SES Academic Interventions Self-Assessment Professional Development Resource

Sheet- Reference for specific tools and resources helpful in the implementation of academic
interventions. Title of resource, brief description, and link to URL provided.

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PowerPoint

Slide 1:

Presenter:
Welcome, today we will be discussing academic interventions.

Academic interventions are additional instruction that supplements the general curriculum
(regular classroom instruction) and may include supports outside of the regular classroom (i.e.
pull-out for small group instruction) necessary to improve academic performance.

Academic interventions should be provided to ALL students [regular education, special

education, English Language Learners (ELL)] in need of intervention.

Notes:

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Slide 2:

Presenter:
Let’s start out with a story.

(Read slides 3-7 to participants.)

Notes:

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Slide 3-7:

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Slide 8:

Presenter:
(Ask the participants to discuss the following questions with elbow partners. Provide ample time
for discussion [5-10 minutes]).
 How does the story relate to schools?

 In reflecting on the story, do you believe our educational system could be more effective
to meet the needs of ALL students?

Notes:

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Slide 9:

Presenter:
(Read slide.)

During this presentation we will examine how effective we believe our site to be at addressing
the needs of struggling students and will brainstorm ways to improve the intervention process at
our site.

Let’s start off with an activity.

(Read participants slides 10-14. Do not clarify or provide time for discussion. Stop the
presentation on Slide 14.)

Notes:

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Slide 10-14:

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Presenter:
Look at the “Priming Questions” activity sheet you were provided. Take a few minutes to answer
each of the five questions that were just read aloud. Record your responses/thoughts in the first
column titled, “First Thoughts”. I will give you 10 minutes to complete this activity.

(After 10 minutes, continue with presentation. Discussion time for this activity will be provided
later.)

Notes:

11
Slide 15:

Presenter:
As we know the overall goal of academic interventions is to improve student academic
outcomes. These eight components are critical to the success of interventions.

Notes:

12
Slide 16:

Presenter:
Site administrator(s) must make academic interventions a priority and actively support the
intervention process. Without this support, the overall success of addressing student needs may
be hindered.

Leadership must ensure that the time, resources, personnel and training necessary to implement
academic interventions, with fidelity, are provided appropriately.

It is best practice to utilize input from teachers and staff, on an ongoing basis, when developing
resources, professional development, and the academic schedule to support effective
interventions.

Notes:

13
Slide 17:

Presenter:
Adequate time must be available to conduct assessments, review data, provide interventions, and
make decisions about students’ responses to interventions.

Site administrators must be actively involved in the entire process and must ensure time is
available for teachers and staff in accomplishing these goals.

Notes:

14
Slide 18:

Presenter:
Teaming is also a crucial aspect of successful academic interventions.

(Read slide.)

Teachers and administrators must collaborate regularly to address the needs of students.
Teachers can no longer function as their own “island” where they are the sole professional
making the educational decisions for “their” students.

Notes:

15
Slide 19:

Presenter:
(Read slide.)

The systematic process of reviewing data and making educational decisions should occur within
the team structure and be transparent to all key stakeholders impacted by the decisions.

Time for teaming must be allocated into the schedule and must be made a priority.

Notes:

16
Slide 20:

Presenter:
Targeted, ongoing, job embedded professional development and technical assistance is required
annually, and more often if necessary, to develop and sustain the skills of the school staff to
improve student outcomes.

Notes:

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Slide 21:

Presenter:
The instructional needs of students (informed by data) and the specific needs of teachers and
other school staff should be utilized when designing and providing professional development.
Professional development should produce staff competencies in areas such as:

 effective instruction: design and delivery; principles of differentiation

 reading and math core instruction
 formative assessment and progress monitoring
 parent engagement
 interventions
 data analysis
 teaming
 universal screening

Professional development follow-up is also a necessity in successful implementation of academic

interventions.
(Read slide.)

Notes:

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Slide 22:

Presenter:
Universal screening is the primary method for early identification of students at risk of academic
difficulties. All students should be screened multiple times per year.

Screening instruments should be research‐based and provide benchmarks. Screening instruments

must be selected carefully and administered with fidelity.

Students not at benchmark for a particular skill, or in danger of not attaining the next benchmark,
must be provided further diagnostic assessments to determine specific skill(s) to target.

Notes:

19
Slide 23:

Presenter:
A site plan should be in place describing how data is collected, analyzed, and reported. The
results are to be analyzed by classroom teachers and other professionals and used to determine
appropriate instructional groupings and to design appropriate instruction.

Notes:

20
Slide 24:

Presenter:
Interventions should be provided to all students who are struggling academically. They should
also be research-based. This simply means there is proof that the intervention is effective in
improving the targeted skill.

A student’s response to the intervention must be monitored and intensified or reduced based on
their specific response.

Notes:

21
Slide 25:

Presenter:
It is imperative that research-based academic intervention materials are available in quantities
effective to meet the needs of the site in all areas (math, reading, and writing).

Regularly scheduled data analysis needs to take place to evaluate the effectiveness of the
materials available at the site.

Notes:

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Slide 26:

Presenter:
Progress monitoring must be conducted on a regular basis with students who are performing
below benchmark and are receiving interventions.

Progress monitoring allows teachers to frequently adjust the instruction and intervention being
provided instead of waiting until the student falls further behind or waiting to review summative
assessment data.

Notes:

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Slide 27:

Presenter:
Progress monitoring should occur in all academic areas.

As mentioned earlier, diagnostic assessments should be conducted for all students achieving
below benchmark. The data from these additional assessments not only assist in identifying the
target skill(s) but are also critical for problem refinement and/or intervention modifications when
progress monitoring data shows that it is warranted.

Notes:

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Slide 28:

Presenter:
A very critical component of a successful intervention process is the use of data to make
decisions about students’ need for intervention and their response to those interventions. The
“problem solving” process as discussed on this slide should be used to make decisions
throughout the intervention process.

Notes:

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Slide 29:

Presenter:
Sites should have a written procedure in place describing the intervention process and important
rules for utilizing data when making educational decisions. The result is defensible decisions
based on objective data generated from essential components of assessment and intervention.

Notes:

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Slide 30:

Presenter:
(Read slide.)

We can no longer make decision based on what “feels” right. All academic decisions need to be
based on data gathered during the intervention process.

Notes:

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Slide 31:

Presenter:
(Read slide.)

Family engagement is very important to the academic success of students.

Ideally, all parents should receive a written summary of their student’s scores after each school-
wide screening. A description of each indicator administered and the task’s recommended
strategies for the home setting should be included.

Parents of at-risk students will require knowledge and understanding of their child’s specific
academic difficulties and the desired outcomes. Teachers should share progress monitoring data
with the parents and provide training and resources that will help parents advocate for and assist
with their child’s educational needs.

Notes:

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Slide 32:

Presenter:
Now we have heard about the core or critical components of a successful intervention process,
let’s look back at our activity sheet. Your response to the first question should have addressed
the use of screening data and additional diagnostic assessments. Take about 2 minutes to add
your notes or ideas on how the site can improve the screening process. Add these comments in
the column titled, “Revisited”.

Notes:

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Slide 33:

Presenter:
Your response to the second question should have addressed the use of interventions and
intervention data. Take about 2 minutes to add your notes or ideas on how the site can improve
interventions provided to struggling learners.

Notes:

30
Slide 34:

Presenter:
Your response to the third question should have addressed monitoring student progress and data-
based decision making. Let’s take about 4 minutes to add notes or ideas on how the site can
improve these processes.

Notes:

31
Slide 35:

Presenter:
Your response to the fourth question should have addressed leadership involvement, teaming,
and professional development. Take about 5 minutes to add your notes or ideas on how the site
can improve these components.

Notes:

32
Slide 36:

Presenter:
Your response to the last question should have addressed the process your site has in place for
parent engagement. Take about 2 minutes to add your notes or ideas on how the site can better
involve parents of struggling learners.

Notes:

Closing activity:
Provide about 5-10 mintutes per question for the group to discuss the “Priming Questions
Sheet”. Participants should share their notes and/or ideas for each question on how to
improve the intervention process at the school. Assign a note taker to keep notes.

The notes and ideas gathered should be examined and considered by the site leadership
team and addressed, as appropriate, to improve the academic intervention process at the
school. Additional meetings with teachers and staff will need to be scheduled and held as
soon as possible to continue this process.

Notes:

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 Academic Interventions:
Improving Outcomes for ALL Students
Priming Questions Worksheet

Think About….. First Thoughts Revisited

How do we know which
students in our school need
help?

What do we do for our

students who need help?

How do we know what we are

doing for students who need
help is effective?

How do we organize and

support helping students?

How do we involve/support
parents in helping their
children learn?

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