Tier 3 Intervention

Planning Made Easy

Interventions Vs. Accommodations

In your hand you have been handed a piece of

paper. Read it carefully. Do you think this
strategy is a researched-based intervention? Or
is it a great classroom accommodation?

Choose carefully!!
Check Yo Self Sitting in the front of the room so the
Student has a check-in/ check-out
student is closer to the board.
behavior plan with collected paperwork
Student receives a 5-minute
Timed-delayed flashcards working on
movement break outside of the
synonyms and antonyms
classroom.
Identifying the student is struggling with
Student receives free time if a task is
their math facts. Teacher decides to
completed.
spend 10 mins every day going over
Student is placed in the lowest guided
flashcards with the student.
reading group with other learners
A student has been identified as a
that mirror them.
struggling reader. The teacher focuses on
Teacher highlights the directions to
the skill of fluency and decides to do cloze
draw attention to the directions.
reading passages to help support the
Teacher applies simplified
student.
modifications to the math test for
In addition to their normal math
student success.
check-ins, a student works in a small
Guided reading with lower level texts
group focusing on only word problems.
Assign a buddy to help complete tasks
The teacher pulls them three times a
and record notes when this happens
Interventions Vs. Accommodations
It is a COMMON misconception and question: What is the difference between
interventions and classroom accommodations?

Intervention: An intervention is an INDIVIDUALIZED plan targeted at a

SPECIFIC learning goal or behavior. The intervention is a REPEATED process
over 8-10 weeks done with FIDELITY and tracked using the same assessment
tool. Interventions should be given to ALL students. (Your usual guided reading
group is NOT an intervention--an intervention groups should be a smaller, more
targeted group of students who all are working on a specific goal)

Accommodation: An accommodation is when a teacher offers a change in

environment, curriculum format, or equipment that allows a child to be more
successful within the classroom.
Timing is Everything- and I Know, Time is Precious
Weve all seen the triangle hundreds of times.but just to refresh your mind:

In order for a research-based tier 3 intervention to qualify it must fit the

following guidelines:

15-30 Minutes of work IN ADDITION to the small group already planned

3 to 5 Days depending on the intensity or research recommendation
Same skill being taught with a repeated action
DOCUMENTATION with dates
Timing is Everything-- and I Know, Time is Precious
Great times for intervention groups to be pulled

During assigned tablet time during the day

During independent reading time
During quiet time
During work time that can easily be made up later
During word work time or other large group activities

Be creative! 15 minutes is way quicker than you think

So Now What, Thatcher?

Intervention
Central!
Yes, the same one Dara has told us all about for years....
COMMON Intervention Skills

Fluency
Main Idea/ Details
Vocabulary Extension
Ex: Synonyms/ Antonyms
Inferencing
Non-Fiction Text Comprehension
Retelling/ Summarizing
Fact Fluency
Word Problems
Work Time and #Goals
Choose 2 or 3 students, shared with me or not, who are in the bottom
quartile for NWEA.
Identify a skill that each of those students would benefit from an 8-week
intervention (NWEA Student Profiles!)
Create a free account with Intervention Central to make a research-based
intervention plan using their free planning tool
Establish a progress monitoring tool that could showcase the results of the
SPECIFIC intervention.
Create a Progress Monitoring Sheet for each student.
Save the 2 or 3 profiles into your personal folder in the MTSS folder

View these other reading and math examples in the MTSS folder!
Interventions.
Easier than you
think.
Sitting in the front of the room so the student is
closer to the board.
Student receives a 5-minute movement break
outside of the classroom.
Student receives free time if a task is
completed.
Student is placed in the lowest guided reading
group with other learners that mirror them.
Teacher highlights the directions to draw
attention to the directions.
Teacher applies simplified modifications to the
math test for student success.
Guided reading with lower level texts
Assign a buddy to help complete tasks and
record notes when this happens
Student has a check-in/ check-out behavior
plan with collected paperwork
Timed-delayed flashcards working on
synonyms and antonyms
Identifying the student is struggling with their
math facts. Teacher decides to spend 10 mins
every day going over flashcards with the
student.
A student has been identified as a struggling
reader. The teacher focuses on the skill of
fluency and decides to do cloze reading
passages to help support the student.
In addition to their normal math check-ins, a
student works in a small group focusing on only
word problems. The teacher pulls them three
times a week, for 15 minutes.