The Branching Minds Support Library has hundreds of research-based supports and interventions. You can find the perfect intervention by sorting for:
Student Insight Survey results
Topic
Tier Level
Grade Level
School or District recommendation
AND, our Learning Sciences department evaluates each resource using
ESSA’s Tiers of Evidence. These tiers can provide districts with great insights into how interventions and supports work. Keep in mind that it’s important to review the data for the context in which an intervention or support will be utilized. An intervention program can be incredibly popular, but may not be appropriate for specific settings, grade levels, or targeted skills. After all, popularity isn’t everything!
Here are a few that could be applied to any subject or grade level:
Graphic organizers can be used to help students compare and contrast two topics. They help students organize their ideas while they compare and contrast, supporting students with reading comprehension and writing.
Quasi-experimental studies (i.e., studies without random assignment) have shown that graphic organizers can improve reading comprehension skills among students with learning disabilities.
Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD A Synthesis of Research. Journal of Learning Disabilities, 37(2), 105-118.
Manoli, P. & Papadopoulou, M. (2012). Graphic Organizers as a Reading Strategy: Research Findings and Issues. Creative Education, 3, 348-356.
Alternative options for completing assignments is a strategy to help engage students who are reluctant to complete assignments or struggle with traditional assignments. Providing alternative options helps students demonstrate their learning and encourages them to be more engaged. This is an excellent strategy for differentiation.
1. Provide students with alternative assignment choices and let each student pick the type of assignment they want to complete.
2. Be sure to include rubrics for alternative options so all expectations are clear.
3. Explain to students that the options all require a similar amount of work – they should pick the option they would enjoy working on the most.
4. You can select options that are appropriate for your class and that you are comfortable assigning. Some example options could be:
“5 Alternatives to Homework (That Help Teachers Out, Too)” blog post contains more ideas for moving beyond traditional assignments
Evidence suggests that using multimedia assignments, instead of traditional writing assignments, can improve student engagement.
Clayton-Pedersen, A. & N. O'Neill. (2005). Curricula Designed to Meet 21st-Century Expectations. In D. Oblinger and J. Oblinger (Eds.), Educating the Net Generation (pp. 9.1-9.16). EDUCAUSE. Retrieved April 25, 2007, from http://www.educause.edu/ir/library/pdf/pub7101i.pdf
Mitchell, M. (2003). Constructing Multimedia: Benefits of Student-Generated Multimedia on Learning. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning. Retrieved April 25, 2007, from http://imej.wfu.edu/articles/2003/1/03/index.asp
The Branching Minds Intervention Library isn't just a list of interventions; it's a dynamic tool that helps you to identify and deliver personalized, evidence-based support. For more information about the Branching Minds library along with 15 of our most-used interventions, check out this guide Finding and Using Evidence-Based MTSS Interventions: A How-To Guide, or request a demo below.