Park Fast LANE Intervention Programs

  • Academic proficiency develops over time, and students of all abilities need sustained and intentional support in order to be ready for college and the workplace. To that end, a Multi-tiered System of Support (MTSS) -formerly known as Response to Intervention- provides a framework for delivering interventions to students who require more explicit, systematic, and focused instruction to acquire the knowledge and skills represented in the Minnesota Academic Standards.

    Beliefs and Assumptions:
    It is important to acknowledge that there are a variety of beliefs and assumptions that underlie the redesign of the Park Fast LANE (Literacy And Numeracy Enrichment) Intervention Program.

    • Students that are behind their peers in grade-level achievement need:
      • An intervention plan that will accelerate their academic growth and development
      • Additional support above and beyond literacy and numeracy Tier 1 instruction and other content areas
      • Instruction from a licensed reading professional for reading intervention, and highly qualified teachers for math intervention
    • Students reading at or above grade level will also benefit from explicit instruction in Tier 1 to encourage ongoing growth and development of critical thinking skills
    • An instruction and intervention plan should be data driven and based on student’s need to assure growth in development and to support independence in applying strategic practices throughout the school day
    • Entrance and exit criteria should represent the accelerated growth needed to ensure students are making adequate progress toward grade-level expectations
    • Instruction needs to be evidence-based and implemented as intended to be fully accessible and valuable to students

    Guiding Principles of Intervention:

    1. Interventions must be guided by student data and be in response to the data on student progress toward grade level expectations. Students are matched to interventions using multiple data points and an intervention plan is developed that is consistent with the fidelity of the intervention tool and district guidelines. 
    2. Interventions must be offered when it is clear the student is not meeting expectations that are critical to academic growth. Particular emphasis on reading intervention in Kindergarten through Grade 2 and mathematics intervention in Grades 3-5. Students who have unique needs and qualify for multiple interventions (ADSIS, Title, ESL, etc.) should have their intervention plan reviewed by the iTeam before placement. 
    3. Progress is monitored regularly to determine whether or not students are responding adequately to the instruction/intervention. This information is used to match the level, intensity, duration, and frequency of instruction/ intervention to the identified student needs. Students in Grades K-2 should receive reading intervention 4 times a week, and students in Grades 3-5 should receive intervention at least 3 times per week. Math intervention should be offered 2-3 times per week for students in Grades 3-5. 
    4. Interventions must provide the opportunity for explicit (direct) and systematic instruction and practice along with cumulative review to insure mastery. Intervention tools should be used as intended to maximize student growth. Research-based practices must not only provide information about “what works,” but also what works with whom, by whom, in what contexts, and on which outcomes.
    5. Pairing effective supplementary instruction (Tiers 2 and 3) with appropriate classroom lessons (Tier 1) produces better gains than classroom reading alone. Inevitably, students will be scheduled for intervention during the school day and they will miss content in other academic areas besides reading and math. Whenever possible, interventions should be scheduled at a time when students do not miss specialists. It is preferable to miss science and social studies over other content areas. All decisions for scheduling should be discussed and endorsed by the iTeam. Classroom teachers will be given guidelines from their principals regarding grading of subject areas that are missed during intervention time.

    New Student Placement
    As students enter our elementary schools, the iTeam at each site will evaluate their need for Park Fast Lane assessment and potential service. In most cases, students will be added to Park Fast Lane rosters at regular intervals such as the end of an LLI rotation, or the beginning of a semester. IF a student receives additional services such as EL or Title I, the amount of services a student receives when they are new to the school should also be evaluated by the iTeam.

    Parental Involvement
    Communicating with parents about how their children are doing in school is essential to our school systems’ success. The purpose and benefits of including families in educational programming is well substantiated in research. The more that schools, communities, and family partners collaborate, the more learning is enhanced for all. We strive for ongoing and clear communication on learning, assessments, and outside of school activities that support literacy development for all of our stakeholders. Parents should receive regular updates on student progress, and information about how to support their students at home as consistent with MN Statute 120B.12.

    For more information:
    Ms. Kara Scheid, ADSIS Coordinator
    Phone: 952-928-6761
    Email: scheid.kara@slpschools.org