Schoolwide Reform: Customized Intervention Strategies Complete the following chart to describe effective use of staff and strategies that address the needs of students at risk of not meeting the challenging State academic standards (See p.21 of SIP Resource Guide). Customized Intervention Data sources from What does this intervention strategy address? Strategies Assessment that supports the intervention strategy Early Interventions in mClass, MIRL, EIR Students performing below reading benchmark by Reading (EIR) foundational skill one year or more in grades 1-2. Kindergarten assessments students are assessed using EIR and identified based on phonics analysis. Fast Track MAP-R, MIRL Students performing 1.5 years or more below reading benchmark in grades 3-5. 5 Fountas and Pinnell LLI mClass, MAP-R, Students performing below reading benchmark in MIRL grades 1, 2, 4 receive a supplementary small group guided reading using this intervention. Phonics for Reading Curriculum 2.0 Students with decoding reading on their IEPs intervention formative in grades 3-5 receive this intervention with special assessment tasks educators. Supplemental small group mClass, MAP-R, Supplemental small group guided reading session reading instruction MIRL provided by classroom teacher and/or focus teacher for selected student groups at the following grade levels 2, 5 – Read Naturally Live (RNL) MIRL, MAP-R Fluency intervention provided to students in grades 4-5 who are not meeting grade level reading proficiency targets as a result of insufficient fluency. Documentation of mClass, MAP-R, Documentation of all interventions targeting Intervention (DOI) MIRL, MAP-P/M, students of focus that are consistently implemented Curriculum 2.0 during school year. formative assessment tasks Supplemental small group MAP-P/M, Supplemental small group math session provided math instruction Curriculum 2.0 by classroom teacher and/or focus teacher for formative selected student groups at the following grade assessment tasks levels 1-5 –
Schoolwide Reform: Customized Intervention Strategies Complete the following chart to describe effective use of staff and strategies that address the needs of students at risk of not meeting the challenging State academic standards (See p.21 of SIP Resource Guide). Customized Intervention Strategies Data sources from Assessment that supports the intervention strategy What does this intervention strategy address? Early Interventions in Reading (EIR) mClass, MIRL, EIR foundational skill assessments Students performing below reading benchmark by one year or more in grades 1-2. Kindergarten students are assessed using EIR and identified based on phonics analysis. Fast Track MAP-R, MIRL Students performing 1.5 years or more below reading benchmark in grades 3-5. 5 Fountas and Pinnell LLI mClass, MAP-R, MIRL Students performing below reading benchmark in grades 1, 2, 4 receive a supplementary small group guided reading using this intervention. Phonics for Reading intervention Curriculum 2.0 formative assessment tasks Students with decoding reading on their IEPs in grades 3-5 receive this intervention with special educators. Supplemental small group reading instruction mClass, MAP-R, MIRL Supplemental small group guided reading session provided by classroom teacher and/or focus teacher for selected student groups at the following grade levels – 2, 5 Read Naturally Live (RNL) MIRL, MAP-R Fluency intervention provided to students in grades 4-5 who are not meeting grade level reading proficiency targets as a result of insufficient fluency. Documentation of Intervention (DOI) mClass, MAP-R, MIRL, MAP-P/M, Curriculum 2.0 formative assessment tasks Documentation of all interventions targeting students of focus that are consistently implemented during school year. Supplemental small group math instruction MAP-P/M, Curriculum 2.0 formative assessment tasks Supplemental small group math session provided by classroom teacher and/or focus teacher for selected student groups at the following grade levels – 1-5
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