Modifications vs Interventions

Thought for Day (Aug 25, 2010) Modification vs Intervention
Thought for the day:

Modifications/Adaptations are changes made in classroom assignments and assessment techniques to help a student succeeded in the classroom. Changes can be made in the difficulty, the length, the way the assignment is “input” to the student, the way the assignment is “output” by the student, the time can be increased, the student can work with a peer or a group, etc…

Modifications/Adaptations can be made on any assignment and can be made on the ISTEP test under specific conditions.

Modifications/Adaptations can be made for any student (for special needs students it is most often required). This results in a student who is working hard and makes his/her best effort earning an A, B, or C in class. Those grades also have an asterisk on our report card. Students who earn D or F should only be students who are not making an effort to complete the work.

Intervention is providing scientific targeted instruction to help a student improve reading and or mathematics. In nut shell it is not changing a classroom assignment; it is teaching with a specific focus on instruction to help the student become a better reader (or mathematician).

Approximately 5% to 10% of our student should need intervention. These students are called “Tier 2”. In a class of 25 students, the percentage translates to 1 to 2 students. In the same class of 25 students, approximately 1 to 3 students would receive intervention at Tier 3 (usually special education).

If your classroom has a special needs student cluster, your Tier 3 numbers will be higher.


Modifications/Adaptations change the assignment and/or the assessment of the student’s performance on the assignment.

Interventions are specific strategies to teach the student to read.

We need to use BOTH modifications and interventions. Therefor, some students will receive both modifications and interventions.