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An Introduction To High-Impact Learning Interventions: Our Collective Responsibility To Support All Students
An Introduction To High-Impact Learning Interventions: Our Collective Responsibility To Support All Students
Learning Interventions
OUR COLLECTIVE RESPONSIBILITY TO SUPPORT ALL STUDENTS
Learning Interventions
Key Points
• A developmental approach which focuses on students’ (NOT a deficit model)
• Readiness to learn (ZPD)
• Differentiation (individual differences in the capacity to respond to scaffolding strategies
in their learning).
• The collaborative use of student assessment data to inform learning intervention strategies.
• Learning Interventions based on the research of Lev Vygotsky, Patrick Griffin and others.
What are Learning Interventions @ DHS?
• Intervention is applied to ALL students, and we as educators work to ensure that EVERY student has
access to appropriate level of learning experiences.
• Intervention supports STUDENTS who are struggling and are identified in a proactive and timely
manner.
• Intervention supports TEACHERS with professional development and teaching resources
• The process of intervention involves:
• 1. screening for at-risk students (Use of data and evidence)
• 2. problem solving to determine the appropriate course of action.
• 3. monitoring the responsiveness of students to instruction and intervention (Use of data and evidence)
• Intervention is equally effective for students who are considered gifted or above the level, but whose
learning needs may not be met during core instruction time and need extension.
Levels of intervention
• Not all intervention is the same, time and intensity can vary depending on need.
Teacher responsibility
LIT responsibility
Level 1 - Primary
Level 2 - Secondary
Level 3 - Tertiary
Program Descriptions
Program Outline
Resources
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