In my teaching life so far, "intervention" has always meant "a time to meet with a kid outside of class." For me, that always seemed to be basically a waste of time. What can I do for a kid in forty minutes that I couldn't do in two months?
I'd use SBG. I'd say, look, you've got seven standards that you haven't mastered. Let's do two a week for the next month. Let's meet on Monday during lunch, and I'll tutor you in those skills. Let's reassess on Thursday. And every once in a while a kid would pull it together, but most of the time he would stop coming, or he wouldn't be able to study on his own, or he would still be getting lost on the new material as he's reviewing the old stuff...
Last year I basically begged people on twitter to show me a better way, and Frank Noschese sent me a document that made a small, but important difference in the way my interventions went. The most important part of that doc was the second line of this table:
After reading this, I immediately stopped going over old material with kids, and instead spent our time prepping them for the upcoming week's lessons.
The theory is simple. In a weekly session, it's usually unrealistic to help a kid learn large swaths of material that they're struggling with. But it is totally realistic to help a kid understand tomorrow's class. That just requires a little bit of foresight and the careful selection of examples. And if the kid gets Tuesday's class, then they've got a decent shot at Wednesday. And we can build an area of strength for this kid, and that will be our start.
I don't want to paint too rosy a picture here. By the time you've got a regular intervention with a kid, it's often going to be rough going. Still, looking ahead worked much better for me than looking back.