specific skills being targeted for each student within the group. School: Comments: 3.5 Intensive intervention groups must be flexible as instructional LEA: priorities for individual students may change based on progress School: monitoring data. Comments: 3.6 Teachers document records of the intervention and data for each student in the intensive intervention group(s). Comments: 3.7 Intensive intervention groups should not exceed three to five LEA: students. School: Comments: 3.8 Intensive intervention is systematic and explicit (instruction LEA: with modeling, multiple examples, and frequent and specific School: feedback to individual students) as well as being aligned with state content standards. Comments: Transition Benchmarks These transition benchmarks are empirically derived, Next Steps for LEA/School to 4-3-2-1 target scores that represent adequate reading progress. The Increase Level of Implementation middle of the year is defined as months 4 - 6. 4.1 Kindergarten: LEA: School: Initial Sound Fluency 25 and above by middle of the year of Kindergarten Letter Naming Fluency: 27 and above by middle of the year of Kindergarten Phoneme Segmentation Fluency: 18 and above by middle of the year of Kindergarten
specific skills being targeted for each student within the group. School: Comments: 3.5 Intensive intervention groups must be flexible as instructional priorities for individual students may change based on progress monitoring data. LEA: School: Comments: 3.6 Teachers document records of the intervention and data for each student in the intensive intervention group(s). Comments: 3.7 Intensive intervention groups should not exceed three to five students. LEA: School: Comments: 3.8 Intensive intervention is systematic and explicit (instruction with modeling, multiple examples, and frequent and specific feedback to individual students) as well as being aligned with state content standards. LEA: School: Comments: Transition Benchmarks These transition benchmarks are empirically derived, target scores that represent adequate reading progress. The middle of the year is defined as months 4 - 6. 4-3-2-1 Next Steps for LEA/School to Increase Level of Implementation 4.1 Kindergarten: LEA: School: Initial Sound Fluency 25 and above by middle of the year of Kindergarten Letter Naming Fluency: 27 and above by middle of the year of Kindergarten Phoneme Segmentation Fluency: 18 and above by middle of the year of Kindergarten