Is Your Intervention Time Actually Working?
Is Your Intervention Time Actually Working?
Many schools have dedicated time in the master schedule for W.I.N., MTSS, RtI, Walk-to-Read, intervention, or targeted small-group instruction. But a protected block of time does not automatically guarantee that students are receiving the right instruction, in the right group, at the right time.
Riverside Learning's Small Group Solutions help schools examine the effectiveness of their targeted intervention systems and identify practical ways to strengthen implementation, instructional quality, and student outcomes.
Our work is grounded in research and informed by MTSS, evidence-based intervention practices, assessment and progress-monitoring principles, and effective small-group instruction. Riverside Learning has developed protocols specifically designed to help schools understand what is happening during intervention time—and what can be done to make that time more effective.
What We Examine
What We Examine
Depending on the level of service selected, Riverside Learning may examine:
Master scheduling and intervention time
Student grouping and regrouping practices
Tier 2 and Tier 3 interventions
Small-group instructional practices
Intervention curriculum and resources
Assessment and screening practices
Progress monitoring
Student placement and movement between tiers
Interventionist roles and responsibilities
Fidelity and consistency of implementation
Student engagement and instructional time
Communication among classroom teachers, interventionists, and specialists
Data used to determine whether interventions are working
Systems for adjusting instruction when students are not making adequate progress
Three Levels of Support
Three Levels of Support
Level 1
Level 1
Intervetion Snapshot - Observe. Explore. Identify.
A focused review designed for schools that want an outside perspective on their current small-group intervention practices.
Includes:
Review of relevant intervention schedules and structures
Riverside Learning observation(s) of small-group/targeted intervention
Review of instructional practices and student engagement
Analysis using Riverside Learning-developed research-grounded protocols
Identification of strengths and potential areas for growth
Written summary of findings
Leadership debrief
Best for: Schools looking for a focused external perspective before making changes to their intervention system.
Level 2
Level 2
Small Group System Review - Examine. Analyze. Strengthen
A more comprehensive review of the systems supporting targeted intervention-not just what happens in the classroom, but how the entire intervention model is designed and implemented.
Observe. Explore. Identify.
Observe. Explore. Identify.
A focused review designed for schools that want an outside perspective on their current small-group intervention practices.
Includes:
Review of relevant intervention schedules and structures
Riverside Learning observation(s) of small-group/targeted intervention
Review of instructional practices and student engagement
Analysis using Riverside Learning-developed research-grounded protocols
Identification of strengths and potential areas for growth
Written summary of findings
Leadership debrief
Best for: Schools looking for a focused external perspective before making changes to their intervention system.
Level 3
Level 3
Small Group Solutions - Analyze. Build. Implement. Sustain
Our most comprehensive level of support for school ready to strengthen or design their small-group intervention system.
This is a partnership rather than simply a review.
Includes everything in Levels 1 and 2, plus:
In-depth analysis of current intervention systems
Comprehensive observations and Learning Walk Experiences
Leadership and/or staff consultation
Intervention schedule redesign support
Guidance on grouping and regrouping structures
Professional development tailored to identified needs
Support developing consistent intervention expectations and protocols
Recommendations for assessment and progress monitoring
Support developing systems for monitoring implementation
Follow-up observations and/or Learning Walks
Progress review and refinement
Leadership consultation throughout implementation
Best for: Schools that want to move beyond identifying problems and build a stronger, more coherent intervention system.
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