Students "at-risk" may fall behind unless there is a timely intervention. Each student is unique and requires an individualized approach to understand their abilities and needs. Once a student's situation is fully understood, the school team can determine what type of intervention would be best suited to meet the student's needs (MEQ, 2007).
Thus, interventions can vary in type, length, or intensity. For example, a student struggling with basic math skills may require an instructional intervention; they receive an hour of small group instruction each day to review and catch up on what was taught in class. Another student could receive one-on-one remedial support in math, for 30 minutes, three times a week. Whatever an intervention looks like, it serves the same purpose, it’s a specific program or set of steps to address an academic need (Lee, A., March 21, 2023).
Check out the following list of resources for evidence-based interventions.
The What Works Clearinghouse is an investment of the Institute of Education Sciences (IES) within the U.S. Department of Education that was established in 2002. The work of the WWC is managed by a team of staff at IES and conducted under a set of contracts held by several leading firms with expertise in education, research methodology, and the dissemination of education research. Follow the links to find more information about the key staff from American Institutes for Research, Mathematica Policy Research, Abt Associates, and Development Services Group, Inc who contribute to the WWC investment.
Check out the following resources from WWC:
Practice Guides: evidence-based recommendations for educators to improve student outcomes.
Intervention Reports: summaries of findings of the highest-quality research on a given intervention or practice in education.
Reviews of Individual Studies: summaries of individual studies that have been reviewed by the WWC.
Data from Study Reviews: downloadable data from WWC study reviews
This site provided useful information to decisionmakers, practitioners, and program funders who had to choose among many possibilities for improving results for children, youth, and families. The website content included summaries of evidence-based programs, issue briefs, and other products that helped decisionmakers access high-quality research relevant to child and family policy.
Resources from the College of Education and Human Development at the University of Missouri.
The Meadows Center for Preventing Educational Risk (MCPER) was created in 2008 with a major commitment from the Meadows Foundation. As part of the College of Education at The University of Texas at Austin, MCPER has assembled a unique group of experts in mathematics, STEM, reading, writing, cognitive psychology, neuroscience, bilingual education, special education, and early childhood. We support educators with practical knowledge and tools, rooted in high-quality research, to improve outcomes for all students, especially those at risk.
The mission of the NCII is to build knowledge and capacity of state and local leaders, faculty and professional development providers, educators, and other stakeholders to support implementation of intensive intervention for students with severe and persistent learning and/or social, emotional, or behavioral needs using data-based individualization (DBI).
The site contains many tools for planning, choosing and implementing interventions, implementing interventions with fidelity, setting IEP goals and sample lesson plans (Check under Implementation and Intervention).
There are also several online learning models on intervention (Check under Training).