CLASSWIDE INTERVENTION

At what point does small group intervention become unsustainable due to the shear number of students requiring intervention, coupled with the lack of staff to meet those needs? Needs stemming from COVID learning loss will be compounded and can put a strain on any system. Generally speaking, when more than 40% of students in a particular class did not meet benchmark, it is recommended to begin a classwide intervention. A reminder that a strong tier 1 is the first and best intervention. Skills targeted during a classwide intervention should reflect skills that students have been previously taught and practiced. You'll find resources below to help steer you in the right direction as you move the needle for your entire class.

The National Association of School Psychologists recommend the following active ingredients to building a successful classwide intervention (2020, p.2):

· Guided practice with corrective feedback as needed.

· Think aloud during problem solving.

· High dosage of opportunities to respond at the correct level of task difficulty.

· Task difficulty is selected to reflect a skill that the student has acquired (i.e., the child can accurately complete the task, but the performance is labored).

· Independent practice with a goal to try to “beat one’s last best score.”

· Delayed error correction and explanation to math partner how the error was corrected.

· Group contingency delivering a small privilege, reward, or celebration based on growth of the class as a whole.