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Intervention. Communication. Intervention before Enrichment. Documentation. Providing Intervention and Enrichment for Students. Enrichment. Purpose of intervention. Tutoring Re teaching Extra time for individual students who get behind in class

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Providing Intervention and Enrichment for Students


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    Presentation Transcript
    1. Intervention Communication Intervention before Enrichment Documentation Providing Intervention and Enrichment for Students Enrichment

    2. Purpose of intervention • Tutoring • Re teaching • Extra time for individual students who get behind in class • Small group and individual instruction as needed • Homework help • Built-in instructional time for remediation/intervention • Make up time

    3. The benefits of Ib4E • Systematic, daily process of interventions • Place and locate students • Assign task specific interventions • Follow up documentation of progress and completion • On going documentation reports

    4. Ib4E---How it works • During 6th period each day—”Trojan Hour for Half an Hour” —each student will be one of two places: • Enrichment • Intervention • Each subject area has a designated PRIORITY day for interventions • Monday—Math • Tuesday—English • Wednesday—Science • Thursday---Social Studies • Friday—Electives

    5. Bell Schedule for an 8 period day • 7:15 Bell rings 11:00-11:51 2nd Lunch Class • 7:20-8:11 1st period 5th period (pre-) • 8:15-9:06 2nd period 11:51-12:18 2nd Lunch • 9:10-10:01 3rd period 12:22-12:45 Trojan Power • 10:05-10:56 4th period (Intervention or Enrichment) • 10:56-11:22 1st Lunch 12:49-1:40 7th period • 11:27-12:18 1st Lunch Class 1:44-2:35 8th period 5th period (pre-)

    6. Components of the intervention and enrichment program • Scheduled enrichment class for each student • Designated interventions for subjects • Organized communication system • Buy in from administration, faculty and students

    7. Enrichment Classes ACT Prep * Band * Baseball * Basketball Book Club * Cheerleading * Classic Movies Current Events * Drama * Etiquette * Film Lit * Football * Forensics * Games Gardening-Landscaping * Leadership (JROTC) * Money Management *Recycled Art * Scrap booking * Sewing * Softball Stock Market * Student Council * Study Skills * Tech Squad

    8. Organized communication system Alexandria Senior High Dubach High School I.A. Lewis School Ruston Jr High School

    9. Responsibilities of Faculty • Everyone Maintain accurate pre- period roster Inform pre- period students daily of interventions Assign and document specific student interventions Document the completion of intervention assignments Enrichment Teachers • Check roll daily • Check the web site and do not mark intervention students absent • Send students out who are scheduled for intervention but show up for enrichment • Facilitate student directed activities and high interest enrichment • Intervention teachers • Check roll daily • Report students who do not attend • Work with a minimum of 5 students per day • Communicate with the sending teacher during department meetings and agree how and who will finalize documentation

    10. Achieving “Buy-In” from students • Tangible benefits for attendance like the opportunity to earn partial credit on a forgotten assignment or time to work on a project in a small group setting • Conference time with students during intervention to set goals, create action plans, and follow up meetings to work the plan (example: I contract) • Procedure which allows students to initiate scheduling their own interventions

    11. Achieving “Buy-In” from teachers • In service training to introduce how your school will use an intervention period embedded in the school day • Allow faculty to create enrichment offerings and decide who will facilitate each enrichment and intervention through departmental meetings • Provide periodic evaluation of program and adjust to improve • Create a Rules of Fair Play for scheduling procedures

    12. Best Practices for Intervention Follow up documentation for all scheduled interventions are needed to track student and program success Practical guidelines for mastering effective interventions developed by core curriculum departments Procedures created to handle problem areas like students who skip interventions or who consistently arrive late to intervention