Summary of "104 - Academic Interventions - Session 3 Lesson 2"
Purpose
How to plan and deliver Tier 3 (intensive) academic interventions for students with significant needs using prior data and a deliberate, trust-building instructional sequence.
Overarching approach
- Begin by reviewing existing progress reports and assessment data to identify strengths, gaps, and patterns.
- Spend the first 5–10 days “playing within the known” — focus on tasks the student can already do to build rapport, confidence, and routine instead of introducing new skills.
- Use that initial period to collect observational data, establish lesson structure and expectations, and prepare materials/visuals needed for later teaching.
- After the trust/routine phase, implement a consistent lesson structure that moves from known tasks → brief skill practice → focused strategy instruction → application (often writing), using gradual release and explicit prompting as needed.
- Continuously reflect on student performance and your own prompting to plan subsequent lessons and adjust supports (visuals, manipulatives, prompting level).
Detailed methodology / step-by-step instructions
1. Before the first meeting
- Review all available past data, progress reports, and teacher notes.
- Make a strengths-and-gaps list: what the student can do now and what they cannot do yet; look for patterns.
2. Initial relationship-building phase (first 5–10 days)
Goal: build trust, boost confidence, gather informal data, and introduce lesson routines.
Activities
- Keep lessons deliberately easy and doable — avoid teaching new content.
- Talk with the student about interests and family; play simple games; read a short story together.
- Have the student help create or illustrate a simple daily story (student may draw; teacher writes) and re-read it each day.
- Celebrate successes frequently; maintain high energy and excitement to build motivation.
Data collection
- Take notes on observable skills, engagement, and behaviors.
- Note any new skills that emerge or skills that appear to have regressed.
Routines
- Introduce and practice a predictable lesson sequence (e.g., sit → read → skill work → strategy practice → write) so the student knows what to expect.
3. Prepare for full lessons
- Use data from the initial phase to plan targeted supports:
- Decide required visuals, manipulatives, or prompts.
- Prepare targeted word lists or task items that will reveal specific needs.
- Write down cueing language/prompts you plan to use.
- Plan for gradual release: anticipate heavy scaffolding initially, with a plan to reduce prompts over time.
4. Typical lesson structure (recommended timing and activities)
- Warm-up / Known work (first 5–7 minutes)
- Start with tasks the student can already do to sustain confidence and engagement.
- Revisit items practiced during the initial phase.
- Skill practice (about 3–5 minutes; flexible)
- Quick, purposeful practice of previously taught skills (use whiteboard, manipulatives).
- Activities might include mixing/manipulating two words to notice similarities/differences (phonemes, letters).
- Focused strategy instruction (“the meat” of the lesson)
- Teach and practice a single strategy to address a targeted error (e.g., cue to say an initial sound when stuck).
- Use modeled and shared reading; select words that typically “trick” the student and practice prompts.
- Provide visuals or checklists that the student can eventually use independently.
- Application (writing or task-based application)
- Have the student write: a sentence about a story or a personal interest, or write answers for math practice (e.g., numbers 1–10).
- Use writing to check that reading/strategy use transfers to output; compare level of writing and reading to see consistency.
- Reflection and analysis (post-lesson)
- Review student work to assess what they could do independently and where you over/under-prompted.
- Use this analysis to refine the next lesson’s target, prompts, and supports.
5. Prompting and scaffolding
- Expect heavy, immediate prompting early on (shared text, hands-on support).
- Teach visuals/check strategies so students can self-prompt (e.g., “check your visual” when stuck).
- Gradually reduce prompts as students internalize strategies; monitor and document when to fade supports.
6. Use of materials and routines
- Recommended tools: whiteboard, manipulatives, timer, mirror (if used for oral modeling), visuals, and a simple student-authored story.
- Keep lessons predictable: students should know the sequence so you don’t need to introduce routines at the same time you teach new content.
7. Ongoing documentation and adjustment
- Add any newly-observed skills to the student’s record.
- Use student work (papers) and your lesson notes to reflect on effectiveness and adjust instruction.
- Monitor whether reading and writing are developing in parallel; use discrepancies to guide instruction.
Key concepts emphasized
- Trust-building and motivation are essential before demanding hard cognitive work.
- Start within students’ known abilities to build confidence; celebrate mastery.
- Explicit structure and routine reduce cognitive load so students can focus on strategy learning.
- Short, focused skill practice combined with a concentrated strategy lesson and an application task is an efficient lesson design.
- Gradual release and self-prompting visuals are goals to move students toward independence.
- Continuous data collection and teacher reflection drive next steps.
Speakers / sources featured
- Presenter: Mrs. Weiser (main speaker/instructor)
- Background music (non-speaking)
Category
Educational
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