Summary of "104 - Academic Interventions - Session 3 Lesson 1"
Class and speaker
- Class: Class 104 — Academic Interventions, Session 3 Lesson 1 (Tier 3 interventions)
- Speaker: Ashley (Mrs.) Wiser
Main idea
Tier 3 is a very intensive, highly individualized level of support for the small percentage of students (roughly 5% or less) who still lack foundational skills after Tier 1 and Tier 2 supports. Its goals are to build those foundational skills quickly and reintegrate students with their peers as much as possible.
Key concepts and lessons
Tier 3 — definition and scope
- Intensive, individualized intervention for the most at-risk students.
- Usually delivered by specialized staff (special education teachers, SLPs, reading/math interventionists).
- Small groups (maximum three students), often one-to-one.
- Typically conducted outside the regular classroom to reduce distractions.
- Impacts a small fraction of students (about 5% or less).
Progress monitoring and assessment
- Collect daily notes and data during instruction.
- Regular, structured review of collected data — recommended weekly progress monitoring (a weekly synthesis of daily data, not a single weekly activity).
- Use the data to make continuous instructional adjustments.
Management: setting up the class/environment
- Be purposeful: design each lesson with a clear, immediate application so students can use the learning the next day.
- Explain the why: tell students simply and kindly what you’ll work on and why, to build confidence and purpose.
- Foster positive attitude and buy‑in (“I get to go” rather than “I have to go”).
- Minimize distractions: use a small, uncluttered area or dedicated room and reduce visual clutter.
- Prepare engaging, task-specific materials in advance.
Instructional methods, tools, and strategies
Time management
- Use timers to structure lessons into purposeful chunks.
- Use timed activities (e.g., fluency practice with word lists or readings) so students can measure speed and accuracy.
Mirrors
- Use a mirror so students can observe mouth/tongue placement and articulation — useful for fine distinctions in speech and phoneme production.
Manipulatives and hands-on tools
- Phonemic/reading: felt squares, magnetic letters, letter tiles for segmenting, blending, and building words.
- Math: counting bears, base-ten pieces or place-value manipulatives to move and visualize concepts.
- Rationale: thinking and saying alone is often insufficient; hands-on movement supports learning and transfer.
Magnetic letters
- Focus on phoneme blending and word formation without emphasizing handwriting; allow tactile manipulation to support decoding.
Visuals
- Provide visual prompts for tricky items so students can self-support when stuck, reducing constant prompting and fostering independence.
Movement and varied modalities
- Pair actions or gestures with sounds/letters (e.g., movement cues for distinguishing confusable letters like b/d).
- Change body position and activity format (desk work, whiteboard on the wall, standing to manipulate magnets) to increase engagement and provide different visual perspectives.
Practical classroom setup priorities (summary)
- Small group or 1:1 setting
- Minimal distractions and purposeful decor
- Prepared, engaging materials (timers, mirrors, manipulatives, magnetic letters, visuals)
- Multiple modalities (visual, kinesthetic, auditory)
- Ongoing data collection with weekly review to guide instruction
Outcomes emphasized
- Rapidly build missing foundational skills
- Individualize instruction and continually adjust based on frequent data
- Increase student confidence and classroom participation
Source
- Speaker: Ashley Wiser (Mrs. Wiser)
Category
Educational
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