Blumberg Center for
Interdisciplinary Studies in Special Education

Project for responsive educational systems

Supplemental Instruction (Interventions and Extensions)

General Description

Evidence-based supplemental instruction refers to intervention and extension materials and practices authenticated in research as most effective in providing support beyond the core curriculum to facilitate students’ learning.  Interventions intensify academic and behavior instructional practices used to teach targeted groups of students or individual students who demonstrate levels of performance below benchmarks, while extensions accelerate or extend the core curriculum for high ability students.  To implement interventions and extensions effectively and efficiently, educators should incorporate the following strategies:

* Use targeted supplemental academic and behavior supports for students who receive additional instruction and practice on identified skills
* Use intensive individual academic and behavior interventions for a small number of students who receive explicit, systematic instruction
* Develop a range of interventions and extensions that support and/or enhance academic and behavior core curricula.
* Adjust the school schedule to allow time for interventions and extensions
*  Establish groups to maximize resources and enhance achievement
* Write interventions and extensions with specificity and implement with fidelity
* Allocate and train all staff to provide interventions and extensions
* Ensure interventions and extensions increase with intensity as dictated by students’ needs

Related Resources

Electronic:

 Best Evidence Encyclopedia
 www.bestevidence.org

 Center on Instruction
 www.centeroninstruction.org

 Curriculum Units for High Ability Students
 www.curriculumproject.com/cgi-bin/tcp_verify.cgiagency=Indiana+Department+of+Education&href
 =www.doe.in.gov/&logo=indi.gif&titletext=&uw=true&sw=false&app=uw

 Florida Center for Reading Research
 www.fcrr.org

 Intervention Central
 www.interventioncentral.org

 National Association for Gifted Children
 www.nagc.org

 National Center of Response to Intervention: Tools/Intervention
 www.rti4success.org/index.php?option=com_content&task=view&id=20&Itemid=71

 Programming for Talent Development: What’s Unique About the Four Levels of Service?
 www.doe.in.gov/exceptional/gt/docs/LoS-CLTArticle.pdf

 Promising Practices Network
 www.promisingpractices.net

 Tiered Curriculum Project
 www.doe.in.gov/exceptional/gt/tiered_curriculum/welcome.html

 What Works Clearinghouse
 ies.ed.gov/ncee/wwc/reports

Printed:

Carnine, D.W., Sibert, J., Kame'enui, J., Tarver, S. G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Columbus, OH: Pearson Merrill Prentice Hall.

 Cooper, J.D., Chard, D.J., & Kiger, N.D. (2006). The Struggling reader: Interventions That Work. New York, NY: Scholastic.

 Daly, E. J., III, Chafouleas, S. M., & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press.

 House, S. N., ed. (2004). Learning Intervention Manual. Columbia, MO: Hawthorne Educational Services.

 Lane, K. L., & Frankenberger, M. B. (2003). School-based interventions: The tools you need to succeed. Upper Saddle River, NJ: Allyn & Bacon, Inc.

 Lane, K.L. & Bebe-Frankenberger, M.(2003). School-Based Interventions: The Tools You Need To Succeed. Boston, MA: Allyn & Bacon.

 McCarney, Ss B., Wunderlich, K. C., & Bauer, A. (2006). Teacher's resource guide. 2nd ed. Columbia, MO: Hawthorne Educational Services.

 Pinnell, G.S. & Schrarer, P.L. (2003). Teaching for Comprehension in Reading Grades K-2: Strategies for Helping Children Read With Ease, Confidence, and Understanding. New York, NY: Scholastic.

 Rathvon, N. (1999). Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence. Port Chester, NY: National Professional Resources, Inc.

 Shinn, M R., Walker, H. M. , & Stoner, G., Eds. (1999). Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches. Bethesda, Maryland: National Association of School Psychologists (NASP).

 Strickland, D. S. , Ganske, K., & Monroe, J. K. (2002). Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6. Portland, Maine: Stenhouse Publishers.