- Short-term intervention with regular review of progress
- Offered in conjunction with universal supports
- Begins when a specific, common need is noted within a group of students
- May include functional strategies and consultation for individual students or extended practice in small groups
- Goals and strategies are more intensive and personalized in planning and delivery
- The therapist(s) may provide a written report which is to be filed in the student record; parents are to be provided a copy.
|Why might this support be selected?
- Selected when a more intensive level of support is required than is currently provided at the Universal level.
- Can alter frequency, duration, intensity of sessions to target specific needs
|Who is part of this type of intervention?
Where could it take place?
- Students are at greater risk for not performing at grade level
- Students who may or may not be from the same classroom
- Students who may or may not have a special education learning code
- The teacher, and/or support services such as a therapist
- Takes place in the classroom, or in a learning space outside of the classroom
|What could this support look like?
- Targeted supports are selected based on the observed needs of the specific students
- Examples may include:
- Visual, perceptual and organizational strategies
- Developing printing and drawing skills
- Reinforcing the use of memory or organizational strategies
|When and How could this support be initiated and delivered?
- Involves a collaborative discussion with School-Linked team to set priorities and establish a plan
- Can be a workshop with a group of teachers or parents
- Delivery of the plan/strategies could be teacher-led, therapist led, team taught by the teacher and therapist, and/or with an educational assistant if appropriate
- Parents will be informed of participation by the school and communication is documented in the BRCSD Support Review form.
- Required level of consent will be obtained by therapists and/or school (e.g., using the BRCSD consent form).
Designing Targeted Instructional Groups
Below are a number of key questions for school-linked and therapist teams to consider when designing targeted instructional groups.
Supporting children and youth to be successful at school, at home and in their communities.