Shell Educational Publishing Academic Intervention Success: A Whole-Child Approach to K-5 Achievement

Help struggling students reach their full potential with a research-based approach to support and intervention. Drawing on decades of academic and action research, the authors, who work as an elementary intervention specialist and education professor, provide a comprehensive framework for developing effective intervention programs. Incorporating real-world examples and stories from the field, this resource offers school leaders and educators insightful guidance for creating a site-based intervention program to foster academic and emotional success in their students. Using research-driven strategies for academic interventions including reading and math, the gear intervention model helps students realize their full potential in and out of the classroom by addressing academic needs alongside emotional growth, movement opportunities, and enrichment activities. Implement a successful intervention program with: Proven Research-Backed Strategies: Strom and Payne's expertise informs every aspect of developing an effective program. The Gear Model Framework: A comprehensive approach integrating relationships, academics, emotional awareness, movement, and enrichment for balanced interventions. Comprehensive Support Tools: Digital resources, reflection questions, and practical tools assist educators in applying these strategies in their intervention programs. Whether initiating an intervention program or improving upon an existing one, educators will discover the components and support essential for driving student success. Drawing on decades of academic and action research, the authors, who work as an elementary intervention specialist and education professor, provide a comprehensive framework for developing effective intervention programs. Incorporating real-world examples and stories from the field, this resource offers school leaders and educators insightful guidance for creating a site-based intervention program to foster academic and emotional success in their students. Autorid: Susan M Strom, Lucy L Payne