Intervention 

Each grade level at REACH has an interventionist that provides targeted instruction to those students in need.  Our students often need additional support to “catch up” in order to meet grade level expectations.  The interventionist keeps track of the students' response to these instructional interventions.  This data can assist in further planning of supports, as well as, provide information to classroom teachers for guidance in their instruction.

One of the main benefits to having an Intervention department composed of grade level interventionists is that we provide support prior to a student falling significantly behind.  By tracking school wide data such as STEP (reading) and STAR (reading and math), we can quickly identify students who are in need of additional support. 

Another benefit to early interventions is limiting the amount of students referred to Special Education services.  Some students are struggling with grade level standards because they are lacking specific foundational skills.  Other times a student is falling behind due to absences or situations outside of school.  With the right kind of intervention support, these students can make academic improvements without special education services.

1. Small group instruction - This can be done in the classroom at a separate table/group during independent centers.  We also have a dedicated space for our Intervention department which can be utilized if the classroom does not have the space for an additional group or if the activities taking place in the classroom are not conducive to quiet small group instruction.
    
2. Whole group support - For some students, small group instruction is not required.  This may be for students who need more redirection during direct instruction, need instructions repeated or clarified, or possibly need additional support working through complex tasks.  In this instance, the interventionist may remain in the classroom during whole group direct instruction from the classroom teacher.
    
3. One-on-one (1:1) - When required, our interventionists will occasionally support a student on a 1:1 basis.  This is not ideal for all situations but has been done if deemed necessary by our SST (Student Success Team).

The SST is composed of multiple REACH staff members.  Our SST Coordinator (Katie Wicks) leads the team and all meetings.  Each classroom teacher will attend in support of their student.  One of our Assistant Principals are usually in attendance based on if the students' needs are academic (Sarah Jimenez) or behavior (Toiya Allen).  Parents are always invited and encouraged to attend these meetings to provide important information in regards to their student.  This team meets to discuss and review data, identify student strengths and areas of growth, and put a plan in place to provide instructional interventions.

SST (Student Success Team) - This is a plan developed by the team of staff members and parents of students.  Interventions are based on reviewed academic data, strengths and areas of growth, and input from teachers and parents.  The goal of SST is to provide targeted instruction to have students back on track to succeed at grade level.  The Intervention department only provides support for students within this program.  We are the first step in providing accommodations and intervention to students at REACH. 

Based on information from California SCDD (State Council on Developmental Disabilities) 

504 Plan - A 504 plan is a blueprint for how a student will have access to general education at school.  This can provide services and changes to the learning environment to meet the needs of the student as adequately as other students.  In order to be eligible for a 504 plan a student must:

• Have a physical or mental impairment/disability OR
• Have a record of such an impairment OR
• Be regarded as having such an impairment AND
• Be substantially limited in one or more major life activities

IEP (Individualized Education Program) - An IEP is a blueprint or plan for a student’s special education instruction at school.  This plan provides individualized special education and related services to meet the unique needs of the student.  In order to be eligible for special education/IEP, a student must:

• Be identified to have one of the 13 specific disabilities listed in IDEA.
• The disability must affect the student’s educational performance and/or ability to learn and benefit from the general education curriculum, leading to the need for specialized instruction.