Evidence-based Practices and Interventions

Interventions are intended to increase student performance in the general curriculum for students who are not meeting benchmarks in a particular curricular area. Additional challenges are intended to meet the needs of students who are exceeding benchmarks.

For students whose screening data indicate they are either likely to not meet benchmarks or are likely to exceed benchmarks in a particular instructional area, educators use data in a collaborative process to determine appropriate interventions or additional challenges, which are matched to a student’s particular area of need. Within this process, the intensity of intervention or additional challenge is also determined.

Students continue to access Universal curriculum, instruction, and assessment in addition to these small group or individual interventions or additional challenges. In certain cases when students exceed benchmarks, a collaborative team may determine that an additional challenge may most appropriately take place in lieu of universal instruction.

The process of identifying and using interventions and additional challenges is flexible and fluid. The intensity and nature of the interventions or additional challenges should be adjusted based on a student’s responsiveness and student need as evidenced by multiple data sources. Examples of adjustments that can be made to respond to student need include:

  • Instructional time
  • Frequency of instructional sessions
  • Size of the instructional group
  • Level of instruction
  • Instructional technique
  • Instructional provider

Interventions and additional challenges, as components of high-quality instruction, should each be culturally responsive and evidence based for the students being served.