Alaska State Literacy Blueprint

Interventions

Interventions (Language Development)

  • Qualified adults in Infant Learning Programs, preschools, or school districts provide appropriate formal evaluation and referrals for special services.
  • School districts develop and implement individual plans for students who need intervention.
  • For children who need targeted intervention in oral language, trained adults introduce sign language as another way for the child to communicate.

Intervention (Reading)

  • Adults use a screening assessment, taking into consideration the language and background knowledge of the child, to identify children with difficulties in any of the pre-literacy skill areas. A trained adult follows up with a diagnostic assessment to pinpoint a specific area of need. The frequency, duration, or intensity of the intervention may be adjusted for effectiveness of the intervention.

Intervention (Writing)

  • Adults provide activities to strengthen fine motor development for children who need them.
  • Adults support children who are experiencing difficulty with pre-writing and writing by offering interesting writing materials and experiences to practice specific aspects of pre-writing and writing.

Interventions (Language Development)

  • For students who need targeted intervention in oral language, teachers use research-based instructional materials and strategies that address the identified need and take into consideration the language and background knowledge of the student.
  • A teacher with background in English language development works with beginning ELLs based on targeted needs as identified by assessments.

Intervention (Reading)

  • For students who need reading interventions, teachers provide additional instruction to strengthen specific skills that have been identified as weak. Intervention is aligned with and supported by classroom instruction.
  • Educators use research-based intervention materials and instructional strategies that address the identified need.
  • Teachers take into consideration the language and background knowledge of the student when providing interventions.
  • Intervention is designed to address individual needs and is guided by assessment data from diagnostic and progress monitoring assessments.
  • The classroom instruction supports and extends intervention so that reading gains are accelerated.
  • A teacher with background in English language development works with beginning ELLs based on targeted reading needs as identified by assessments.

Intervention (Writing)

  • Teachers take the language and background knowledge of the student into consideration when providing writing interventions.
  • For students who need targeted writing interventions, teachers provide additional instruction to strengthen specific skills that have been identified as weak in core writing instruction. Targeted intervention is aligned with and supported by classroom instruction.
  • For students who need writing interventions, teachers use intensive intervention materials and strategies that have been proven effective.
  • The classroom teacher supports intervention strategies so that writing gains are accelerated.

Interventions (Language Development)

  • A teacher with background in English language development works with beginning ELLs based on targeted needs that are identified by assessments.

Intervention (Reading)

  • Schools use reliable screening assessments to identify students with reading difficulties and follow-up with diagnostic assessments to pinpoint each student’s instruction needs.
  • Schools provide targeted individualized interventions for struggling readers delivered by appropriately qualified specialists.
  • Intervention providers select an intervention that provides an explicit instructional focus to meet each student’s identified learning needs.
  • Intervention providers match the frequency, duration and intensity of intervention to student needs. If students do not respond to intervention, teachers adjust the frequency, duration and/or intensity.
  • A teacher with background in English language development works with beginning ELLs based on targeted reading needs as identified by assessments.

Intervention (Writing)

  • Teachers take the language and background knowledge of the student into consideration when providing writing interventions.
  • Schools provide intensive interventions for struggling writers:
    • Explicitly teach writing strategies, including strategies for planning, revising and/or editing text.
    • Provide direct instruction in sentence combining skills.
    • Have students write about the texts they read.
    • Provide direct instruction in the sub-skills of handwriting, spelling, and word processing.
  • A teacher with background in English language development works with beginning ELLs based on targeted needs that are identified by assessments.