Intervention in math and reading

Discussion in 'Elementary Education' started by Christy Mays, Jan 12, 2019.

  1. Christy Mays

    Christy Mays New Member

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    Jan 12, 2019

    I have been to many interviews and have been asked what my reading and math intervention looks like. I was wondering if someone could help me understand what exactly they are asking? Are they asking what strategies I use? I have tried answering this question in different ways, but it still seems like my answers are not what they are looking for.
     
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  3. Unetheladyteacher

    Unetheladyteacher Rookie

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    Jan 12, 2019

    What kinds of positions are you applying for? That might help us understand if you need strategies for a reading or math specialist , or just strategies you use as a general education teacher.

    In my experience, they generally want to know what you do if you try reteaching material to students and they still struggle. Are you going to do small group centers during math time? Will you use manipulatives, special strategies for adding, timelines or number lines, individualized, leveled reading materials for kids way below reading level, etc? They will also want to know how you will record the interventions you use and how frequently you will record them. Data, data, data! If a kid still is not improving, refer to the review team and bring all your data and observations with you. That way, the school can decide if your student qualifies for academic intervention services. If you are the specialist, brush up in remedial services and strategies for struggling students. As an ESL teacher, I get a lot of students who need intervention in math and reading because of a language barrier. The first thing I do is assess the student to see what types of language, structures, and skills the student struggles with. Then, I go from there. If I have students who struggle with reading comprehension, depending on age and language level, I build knowledge of academic and basic vocabulary using sight word strategies, phonics, themed learning units, LLI, and I teach strategies to increase comprehension. For students who struggle with word work, I teach decoding through reading, and we do a lot of creating of anchor charts and writing to help them use what they are learning about words in many contexts. For math, I take a highly visual approach. I use manipulatives, visual representations of numbers, and I make sure to break things down. I currently have a student who can count well but does not recognize many written numbers above six in any written form (dots, when written as a number, when shown on a number bond), so I try to show him different ways of representing numbers visually until he gets it. I also relate number bonds to parts of the body. The head is the whole number and the arms with the sticks are the parts that make up the whole number.

    For any kid who is struggling, you just have to assess, set goals for them, work on strategies to help them meet these goals, and then reassess. Make sure you know what the school's intervention services are and what the protocol is for getting students to receive those services. Every school I have worked at makes you wait at least ten weeks before you can refer kids in kindergarten for services other than ESL and certain special education services.
     
  4. otterpop

    otterpop Aficionado

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    Jan 13, 2019

    I'd mention that you plan to look at data, identify specific areas that students need support in, and then pull small groups during independent work time or scheduled intervention time.

    You might then mention specific methods of reteaching, as well as how you'll monitor progress.
     

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