FernLeaf's Academic Intervention Program

Overview of FLIP

FernLeaf's Academic Intervention Program is part of a larger system called MTSS. MTSS is a system to provide many supports to all students. MTSS provides a structure to identify what each student needs and give that student what he or she needs when he or she needs it.

Overview of FLIP STEPS

FLIP STEP 1 (Whole Class Intervention Strategies)

FLIP STEP 1 refers to high-quality classroom instruction that all students receive. Within FLIP STEP 1, if a student needs differentiated instruction, the classroom teacher and family meet to create a plan of how best to support the student in the context of the classroom setting. During the meeting a plan is created, goal set and follow up meeting booked 8-10 weeks later.

Typically, schools aim to see 80% of students successful with this support in place. If a student is not successful the plan should be revised or if the student falls into certain guidelines the student moves into FLIP STEP 2.

FLIP STEP 2 (Targeted, Small Group Interventions)

FLIP STEP 2 refers to evidence-based supports provided to students who are identified as struggling or at risk. FLIP STEP 2 interventions are typically implemented in a small group setting in the classroom, or outside the classroom depending on school resources. After a student has been identified as struggling, diagnostic assessments are given to identify which intervention the student should receive from the Intervention Protocol for the sake of systematic efficiency. Before FLIP STEP 2 interventions begin, a meeting is held with the FLIP Team, classroom teacher and family to create a plan, goal and goal review date 8-10 weeks later.

Typically schools expect to see 5-15% of students needing this support. If a student is not responding to FLIP STEP 2 supports or who demonstrates a more intense need the students moves into FLIP STEP 3.

FLIP STEP 3 (Intensive Individualized Interventions)

FLIP STEP 3 refers to evidence-based supports provided to students more frequent, intense and individualized. FLIP STEP 3 interventions are implemented in groups of 3 or less by an academic interventionist. Diagnostic assessments are given to identify which intervention the student should receive from the Intervention Protocol for the sake of systematic efficiency. Before FLIP STEP 3 interventions begin, a meeting is held with the FLIP Team, classroom teacher and family to create a plan, goal and goal review date 8-10 weeks later.

Typically schools expect to see 1-5% of students needing this support. If a student is not responding to FLIP STEP 3 a meeting is held with the family to see if additional testing is necessary.

What are intervetions?

An intervention is an additional instructional resource or support (beyond the high-quality classroom instruction that all students receive) that is aligned to a student’s needs.

When we intervene, we adjust our instructional actions to better support a student. Interventions can look like a lot of different things.

An intervention might be a program the school adopts to support skill development, whether a computer-based product or a hands-on workshop. Currently we use iReady (computer-based product) as an intervention tool at FernLeaf.

An intervention might be a change in instructional approach, such as a double-dose of explicit systematic instruction. At FernLeaf all K-3 classrooms use Fundations (explicit systematic program) for phonics instruction. An intervention can be a small group of students having a second Fundations lesson twice per week.

An intervention also might be a specific instructional strategy intended to align directly to an individualized need that a student or group of students may have. These instructional strategies are research-based and are mapped out in an Intervention Matrix or Intervention Standard Treatment Protocol for the sake of systematic efficiency.

How are students identified for Intervention?

Typically, students are identified as struggling or at risk via a universal screening assessment, such as iReady. This is done at the beginning of the year and periodically throughout the year. iReady screens students' math and reading skills.

If a student falls into the 20th percentile or lower with this assessment they are identified as potentially at risk. Further diagnostic assessments are then given to pinpoint the exact area of need for better intervention alignment. For example, picking an ELA intervention that focuses on fluency won’t significantly help a student if the area of need is accuracy.

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