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    • Intervention Implementation
    Intervention Implementation Training Module
     
    Once a problem has been defined and analyzed, the goal is to take the information gathered through problem analysis and utilize it to develop an instructional plan that matches the identified student need.  This is accomplished through intervention design and helps to answer PLC Essential Question 2, "How will we know when they have learned it?" A goal must be set (PST 3) in order to identify when the child has learned the desired skill/concept. A goal should be attainable and specific. An example is as follows:
     
    In 10 weeks, Student will read aloud a 2nd grade level passage from DIBELS ORF OPM at 80 words read correctly in 1 minute with at least 90% accuracy.
     
    This goal is very specific in terms of time, skill, and level of accuracy. The identified missing skills are targeted for explicit instruction within a supported learning environment. PST Forms 4 and 7 are provided for educators and school personnel to design and record specific, research based interventions.
     
    An intervention should be purposeful, planned and grounded in data.  It is about making decisions about alterable variables within instruction, curriculum and the environment.  Problem Solving teams focus on those modifications in these areas that will directly impact, or alter the targeted behavior.
     
    Instructional strategies that are based on the nature of the defined problem and yield the most likelihood for success are selected.
     
     
    Reading Interventions
     
    Math Interventions
     
    Behavior Interventions
     
     
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