ARI :: Intervention Models

School divisions must certify to the Virginia Department of Education that an intervention program will be offered to students identified as at-risk and that such students who receive intervention will be assessed again at the end of the intervention.
The model for the additional instruction is determined by the school division.

Intervention models:

Individual or small group instruction

Common skill/strand deficit program

Before- and after-school programs

Saturday school

In-school tutoring by instructional aide

Computer-assisted instruction

Additional class period with licensed teacher

Summer school

Other research-based instructional model

Research-based instructional strategies should:

Use concrete-representation-abstract sequence of instruction

Build meaningful student connections

Teach concepts/skills within authentic contexts

Include explicit teacher modeling

Teach metacognitive strategies

Scaffold instruction

Teach using big ideas

Student practice should include:

A variety of practice opportunities

Structured language experiences

Structured peer tutoring

Structured small learning groups

Planned discovery experiences

Instructional games

Self-correcting materials

Continuous monitoring/charting of student performance

Students participating in the intervention program are pre- and post-tested. School divisions are required to report the results of the pre- and post-diagnostic tests to the Department of Education on an annual basis for each student who receives intervention services.