California Department of Education
Taking Center Stage – Act II

Strategic interventions—reteaching

Strategic interventions are for students who may be one or two standard deviations below the mean according to the results of standardized testing or for those students who are a year below grade level. Often the regular classroom teacher can address specific learning difficulties, but regular progress monitoring is needed to keep track of the student’s learning difficulties. Students usually participate in a grade-level program with additional support. Some students may need an additional class period or a before- or after-school program to master difficult content. Tutoring and small-group work may also be effective.

State-adopted reading/language arts instructional materials provide 30 minutes of additional instructional time designed to bring students up to grade level. The teacher determines the amount of additional instructional time needed and what intervention strategies to use. The teacher may provide additional instruction in background knowledge, prerequisite skills, and concepts, more opportunities for vocabulary development, and additional practice on concepts and skills taught in the lesson. In some cases, the teacher may preteach and reteach material in the lesson.1

Benchmark interventions—reinforcement

Intensive interventions—teaching

1Curriculum Framework 2005. Sacramento: California Department of Education, 2006, 231, 236; Reading/Language Arts Framework for California Public Schools Kindergarten Through Grade Twelve (PDF; 6.06MB; 386pp.). Sacramento: California Department of Education, 2007, 227.

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