Intervention Instruction

• All children enrolled in the Deptford Township Schools are assessed in the Beginning, Middle, and End of the school year to determine their educational eligibility to participate in our Intervention Program.

• Our needs assessment procedures are comprehensive and designed for the different grade level configurations, Early Childhood (K-2), Elementary (3-5), Middle (6-8) and High (9-12).

• There are two major points regarding the development of the student selection process.

  • One is the setting of a district standard/norm which will be used to determine the pool of educationally disadvantaged students, and

  • The second is the setting of selection criteria to determine which students will be selected. We have established district standards so that we assess all students equitably. Multiple measures are used to select children based on the district norm and placement on the following:

    • • LinkIt! Standards-Based Benchmarks (in ELA and Math)

        • • Mathematics

            • Students in our intervention program typically fall into the "bubble" or "approaching expectations" scoring categories to be selected for intervention.

          • ELA

            • Students in our intervention program typically fall into the "not meeting" or "partially meeting" expectations scoring categories to be selected for intervention.

      • NJSLA (in ELA and Math)

        • • Students in our intervention program typically fall into the "below expectations" scoring categories to be selected for intervention.

      • Teacher/Curriculum - Based Unit Assessments (tests and quizzes)

      • Teacher Recommendations

      • Fountas and Pinnell - Benchmark Assessment System (ELA only)

        • Students in our intervention program are identified as reading below their current grade level expectations.

      • If a student was in intervention program in the previous year and did not qualify to exit will remain in intervention.

Exiting Intervention

"Intervention is a place where a student visits...not where they live!"

• Our goal is to exit students from Intervention as soon as they demonstrate grade-level expectations in ELA and mathematics.

• Students can exit Intervention during the middle and end of year if they meet expectations on the LinkIt Benchmarks (Winter and Spring), NJSLA (Spring), and Fountas and Pinnell - BAS score (Winter and Spring).

  • • If exited, the students will be monitored in their regular classroom assessments to determine if students need additional support moving forward.

    • If a student does NOT meet expectations for their grade-level on the aforementioned assessments, they will either:

      • • Remain in intervention, OR

        • Receive referral to child study team (based on other criteria as well)

Basic Skills Instructional Practices

• Intervention Mathematics

  • • Instruction takes place in an in-class support setting. The program participants receive supported instruction within their scheduled mathematics class five days each week. In addition, participants receive instruction within a small group setting five days each week for 50 minutes. Both the in-class support instruction as well as the small group instruction incorporate a variety of teaching strategies, and employ a wide range of supplementary materials. Mastery of skills in math topics will be stressed. Students are also given an IXL account to work at their own pace based on their mastery level and to strengthen their skills with standards for extra practice. In small group instruction, emphasis is on individual pacing and achievement based on standardized test profiles and proficiency levels.

• Intervention English/Language Arts (ELA)

  • • Instruction takes place in an integrated developmental setting, five times a week. Instruction incorporates a variety of teaching strategies using a wide range of supplemental materials. Emphasis is on individual pacing and achievement based on progress monitoring. Students are also given an IXL account to work at their own pace based on their mastery level and to strengthen their skills with standards for extra practice. Students will also be given leveled readings based on their progress routinely for practice. This will be in the form of Fountas and Pinnell and RAZ Kids leveled literature.