019. Intervention Characteristics Teachers Need to Know

In this episode, I’m breaking down what an intervention really is—and why so many teachers feel stressed or unsure about planning one. This lesson comes straight from the Interventions pillar inside the Bridging Literacy Community, where I teach the core components of designing interventions that actually move the needle.

What You’ll Learn

• Why an intervention is always an intervention—no matter who delivers it.
• The difference between a broad area (like “comprehension”) and a true skill-based intervention.
• How focusing on a discrete, measurable skill keeps instruction targeted and effective.
• Why you can’t “intervene your way out” of system-level problems.
  
  

4 Characteristics of an Effective Intervention

1. Prescribed Period of Time
   Interventions are short-term and intentional—not forever. Most run 6–8 weeks so you have enough data to make decisions.
   Prescribed Length
   Decide how many days per week and how many minutes per session you can consistently commit to. More days/minutes = more intensity, so start realistic.
2. Prescribed Lesson
   Choose one discrete skill (like main idea or summarizing) based on student work. Teach it with repetition, evidence-based strategies, and multiple opportunities to respond.
   Progress Monitoring
   Track whether the intervention is working. When the data shifts, the instruction shifts.

Key Reminder

If half the class needs an intervention, that’s a core instruction problem—not a teacher problem.
You can’t intervene your way out of a system issue.

Links

• Bridging Literacy Community

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