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Intervention Grid Example – SecondaryIntervention Description/

Purpose (What is the critical skill?)

School-wide Data: Entry Criteria

Data to Monitor Progress Exit Criteria (Decision Rules)

Behavior Contracts

An agreement between a child and school staff member. Written.

Function assessed: Adult approval

Major discipline referrals in one specific area with adult attention as perceived attention.

Discipline referrals (SWIS)

Good Behavior Chart

Adherence to goal on contract.

Criteria for Success:Student will complete contract requirements ⅘days a week for 2 weeks, followed by 100% compliance.

All Star Mentoring(Superintendent's Dropout Challenge)

In building staff to mentor a student one time weekly during lunch time.

Function addressed: Obtain adult attention

Behavior: Major behavior referrals with perceived motivation of attention.

Inconsistent rating patterns on the Good Behavior Chart that are concerning to the teacher.

All Star Mentor binder which will document behavior/ attendance and academics. Notes taken weekly by mentor in this binder.

Criteria for Success: Once a student is assigned a mentor, student will remain in this program until the end of the school

1Based off the work of:Lane, K. L., Menzies, H. M, Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York, NY: Guilford Press.

AND/ORAttendance: At risk or chronic in comparison to school wide average.

AND/ORAcademic: At risk

ANDBehaviors interfere with academic achievement ORBehaviors interfere with social interactions with those in the school.

year.

Check-in Check-Out

Designed for students with persistent behaviorconcerns that are notdangerous; provides adaily check-in/check-outsystem that helps teachers provide

Behavior:More than 3 ODRs & student seeks adult attention (check motivationon referrals)

Academic:Report cards: “N” on study skills or organization

Daily progress reports collected by CICO staff member andviewed by parents/ guardians

Meets goal on thedaily progressreport for 3consecutive weeks– move to self-monitoringphase

Self-monitoring


students with immediate feedback on behavior by completing a daily progress report andadditional opportunities for positive adult interactions.

Parents participate bysigning off on daily sheets; students are assigned a staff member to check inand out with daily

phase exited at theend of the nextmarking period aslong as studentcontinues tomaintain behavior

Phonics for Reading © Level 1

Critical Skill: Basic Phonics

Phonics for Reading for Level 1 teaches students how to read one and two-syllable words by using knowledge of letter sound relationships.

DIBELS Next DORF Words Correct and Accuracy are below or well below benchmark

ORR-CBM measure is below benchmark for the grade level

If a student is flagged for

DIBELS Next DORF Words Correct and Accuracy progress monitoring probes for the appropriate grade level

ANDPhonics for Reading:Teacher Checking Up completed every 4 lessons (last activity) – if 90% of the

General exit criteria would be at least 3 data points from progress monitoring that are at or above the goal at grade level and agreement from classroom teacher and interventionist


The program assumes students can say the sounds for single consonants.

incoming indicator related to academics and/or flagged for course proficiency (e.g., course failure in ELA or GPA below 2.0) then this student may be an appropriate candidate for Phonics for Reading ©. In such a case, the Phonics for Reading placement test should be administered to determine appropriate placement.

Phonics for Reading:Score on Phonics for Reading Placement Test appropriately places the student at Phonics for Reading Level 1 – Student receives a score of < 80% on subtest A or B

Based on the results of the subtest you may choose to place a student at the

students in the group makes 3 or more errors than the lesson must be repeated

ANDProgress monitoring is done at least every other

ANDFidelity checklist data is collected at least every other week

that the student is ready to exit prior to the next benchmark period

Data indicate that the intervention is being implemented with fidelity

Score of > 80% on the post test (placement test Level 1 Subtest A and B)


beginning of the level or at an intermediate point in the level. The intermediate point would be the last level that the criteria were met.


Critical Skill: Advanced Phonics

Phonics for Reading, Second Level, teaches students how to read one-syllable and multi-syllable words by using knowledge of letter-sound relationships as well as structural units such as root words and word endings.

The program assumes students can decode words that contain short vowels, single and double consonants, consonant blends (e.g., tr, bl, sm),

DIBELS Next DORF Words Correct and Accuracy are below or well below benchmark

ORR-CBM measure is below benchmark for the grade level

If a student is flagged for incoming indicator related to academics and/or flagged for course proficiency (e.g., course failure in ELA or GPA below 2.0) then this student may be an appropriate candidate for Phonics for Reading ©. In such a case, the Phonics for Reading placement test should be administered to


ANDPhonics for Reading:Teacher Checking Up completed every 4 lessons (last activity) – if 90% of the students in the group makes 3 or more errors than the lesson must be repeated

Progress monitoring is done at least every other


General exit criteria would be at least 3 data points from progress monitoring that are at or above the goal at grade level and agreement from classroom teacher and interventionist that the student is ready to exit prior to the next benchmark period

Score of > 80% on the post test (placement test Level 2 Subtest C, D, and E)


and consonant digraphs (e.g., sh, th, wh).

determine appropriate placement.

Phonics for Reading:Score on Phonics for Reading Placement Test appropriately places the student at Phonics for Reading Level 2 – Student receives a score of < 80% on subtest C, D or E

Based on the results of the subtest you may choose to place a student at the beginning of the level or at an intermediate point in the level. The intermediate point would be the last level that the criteria were met.



Critical Skill: Advanced Phonics

Phonics for Reading, Third Level, teaches

DIBELS Next DORF Words Correct and Accuracy are well below benchmark

ORR-CBM measure is below


General exit criteria would be at least 3 data points from progress monitoring that are at or above


students how to read one-syllable and multi-syllable words by using knowledge of letter-sound relationships as well as structural units such as prefixes and suffixes

The program assumes students can decode words that containing single and double consonants, short vowels, long vowels, consonant diagraphs (e.g., sh, th, wh), and consonant blends (e.g., tr, bl, sm) as well words containing vowel combinations (e.g., ai, ay, ee, ea, oa, ow) and r-controlled vowels (ar, er, or, ir, ur).

benchmark for the grade level

If a student is flagged for incoming indicator related to academics and/or flagged for course proficiency (e.g., course failure in ELA or GPA below 2.0) then this student may be an appropriate candidate for Phonics for Reading ©. In such a case, the Phonics for Reading placement test should be administered to determine appropriate placement.

Phonics for Reading:Score on Phonics for Reading Placement Test appropriately places the student at Phonics for Reading Level 3 – Student receives a score of < 80%

ANDPhonics for Reading:Teacher Checking Up completed every 4 lessons (last activity) – if 90% of the students in the group makes 3 or more errors than the lesson must be repeated

ANDProgress monitoring is done at least every other


the goal at grade level and agreement from classroom teacher and interventionist that the student is ready to exit prior to the next benchmark period

Score of > 80% on the post test (placement test Level 1 Subtest F, G, and H)



on subtest F, G, or H.

Based on the results of the subtest you may choose to place a student at the beginning of the level or at an intermediate point in the level. The intermediate point would be the last level that the criteria were met.

REWARDS ©(students in grades 4th, 5th, and 6th)

Critical Skill: Advanced Phonics and Fluency

Rewards © is a specialized reading program designed to teach intermediate (Grades 4, 5, and 6 in elementary schools) students a flexible strategy for decoding grade level multi-syllabic words,

Student’s universal screening data DIBELS Next for DORF Words Correct and Accuracy is below benchmark or well below benchmark but above 60 correct words per minute (cwpm) with accuracy rate below 90%

Multi-Syllabic Word Reading Fluency pre-test and Passage Reading Fluency for Rewards ©

DIBELS Next DORF Words Correct and Accuracy progress monitoring probes for the appropriate grade level, if available

ORAppropriate reading Curriculum-Based Measurement (CBM)

ANDCheck-ups at the end of every unit

ANDProgress monitoring is done

General exit criteria would be at least 3 data points at or above the goal at grade level and agreement from classroom teacher and interventionist that the student is ready to exit prior to the next benchmark period

Score of > 90% on 8

Based off the work of:Lane, K. L., Menzies, H. M, Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From preschool to high school. New York, NY: Guilford Press.

increases their oral and silent reading rate, expands their knowledge of general academic and domain specific vocabulary and allows students to gain confidence in their reading ability.

substantiates the need for the program

at least every other week and graphed


the post test on both word parts and correct words


REWARDS Secondary © (for students in 6th grade or above in Middle or High School)

Critical Skill: Advanced Phonics, Fluency, and Vocabulary

Rewards Secondary © is for students who have mastered the basic reading skills associated with first and second grade expectations, read at the or above the third-grade level but are unable to accurately

Student’s universal screening data DIBELS Next for DORF Words Correct and Accuracy is below benchmark or well below benchmark but above 60 correct words per minute (cwpm) with accuracy rate below 90%

ORIf a student is flagged for incoming indicator related to academics and/or flagged for course proficiency (e.g., course



ANDCheck-ups at the end of every unit

ANDProgress monitoring is done at least every other week and

General exit criteria would be at least 3 data points at or above the goal at grade level and agreement from classroom teacher and interventionist that the student is ready to exit

Score of > 90% on the post test on both word parts and correct words


and fluently read grade level passages, and would benefit from systematic decoding, fluency, and vocabulary instruction.

failure in ELA or GPA below 2.0) then this student may be an appropriate candidate for Rewards Secondary ©. In such a case, the student’s oral reading fluency should be assessed to determine if s/he can read at least 60 correct words per minute (cwpm) at or above the third grade level.

ANDMulti-Syllabic Word Reading Fluency pre-test and Passage Reading Fluency pre-test for Rewards Secondary © substantiates the need for the program

graphedAND

Fidelity checklist data is collected at least every other week


Read to Achieve Content Area Text © (grades 6 to 12)

Critical Skills: Comprehension, fluency, advanced decoding.

Student’s universal screening data DIBELS Next for DORF Words Correct and Accuracy is below benchmark or well


At least 80% correct on Unit 22 and Unit 24 Show What You Know Assessment.


Read to Achieve provides explicit reading for understanding program for students in grades 6 to 12. The program teaches important skills and strategies needed for students to be successful in content area classes. Students learn to read their textbooks and other informational text more effectively, to take notes from these materials as well as during classroom lectures, and to study their notes for better performance on classroom assessments.

below benchmarkOR

If a student is flagged for incoming indicator related to academics and/or flagged for course proficiency (e.g, course failure in ELA or GPA below 2.0) then this student may be an appropriate candidate for Read to Achieve Content Area Text ©

ANDThe student reads 100 words per minute with 90 percent accuracy and answers at least 80% of the questions correctly on the program placement test.


AND

Progress monitoring is done at least every other week and graphed


Unit 25 would be optional but recommended (80% or higher)

Fluency within Units 21-25 would 150 correct words per minute minimum


REWARDS Plus Social Studies ©

Critical Skills: Advanced Phonics,

Student’s universal screening data DIBELS

DIBELS Next DORF Words Correct and Accuracy

Data indicate that the intervention


Fluency, Vocabulary, Comprehension and Writing

Designed for struggling readers in middle and high school (6th through 12th grade) who have completed REWARDS© and would benefit from continued decoding and fluency instruction with a greater focus on vocabulary, comprehension and writing.

Next for DORF Words Correct and Accuracy is below benchmark or well below benchmark

ORIf a student is flagged for incoming indicator related to academics and/or flagged for course proficiency (e.g, course failure in ELA or GPA below 2.0) then this student mayStudent’s universal screening data DIBELS Next for DORF Words Correct and Accuracy is below benchmark or well below benchmark but above 60 correct words per minute (cwpm) with accuracy rate below 90%

There is no placement test with this program. There are two possible Entry points:

progress monitoring probes for the appropriate grade level, if available


ANDProgress monitoring is done at least every other week and graphed


was implemented with fidelity

Complete all of the lessons within the program (note: each lesson amount of time for each lesson will vary; review lessons take 1 period (45-50 minutes; application lessons 3-4 periods (45-50 minutes per period)


1. Student may enter at the beginning of the review lessons or

2. Students may enter at the beginning of the application lessons

If students have recently (within the current semester) successfully completed REWARDS© they should begin REWARDS Plus with the application lessons.

If not, begin with the six review lessons at the beginning of the program.

REWARDS Plus Science ©

Critical Skills: Advanced Phonics, Fluency, Vocabulary, Comprehension and Writing

Student’s universal screening data DIBELS Next for DORF Words Correct and Accuracy is below benchmark or well below benchmark


OR

Complete all of the lessons within the program


Designed for struggling readers in middle and high school (6th through 12th grade) who have completed REWARDS©, REWARDS Plus Social Studies and would benefit from continued decoding and fluency instruction with a greater focus on vocabulary, comprehension and writing.

Includes a preview content –area chapters to gain an idea of their content.

ORIf a student is flagged for incoming indicator related to academics and/or flagged for course proficiency (e.g, course failure in ELA or GPA below 2.0) then this student mayStudent’s universal screening data DIBELS Next for DORF Words Correct and Accuracy is below benchmark or well below benchmark but above 60 correct words per minute (cwpm) with accuracy rate below 90%There is no placement test with this program. There are two possible Entry points:

1. Student may enter at the beginning of the review lessons or

2. Students may enter at the beginning of

Appropriate reading Curriculum-Based Measurement (CBM)




the application lessons

If students have recently (within the current semester) successfully completed REWARDS© they should begin REWARDS Plus with the application lessons.

If not, begin with the six review lessons at the beginning of the program.

Six-Minute Solution Secondary Grades 6-9

Critical Skill: Reading FluencySix-Minute Solution is a research-based instructional procedure for students in grades 6-9 to build fluency in only 6 minutes of the instructional day. The reading passages are nonfiction,

Students reading at least 40 correct words per minute in grade level text

Options for placing students in Instructional Reading Level include:

● Use of DIBELS Survey

● Use of DIBELS Next

Correct Words Per Minute on the cold read of the Six-Minute Solution passages


ANDGeneral exit criteria – use the 2005 Hasbrouck and Tindal Fluency Data chart to

General exit criteria – use the 2005 Hasbrouck and Tindal Fluency Data chart to determine when a student is reading at least at the 50th percentile in grade level materials


informational passages focused on science, social studies, history, and biographical topics.

Six-Minute Solution uses an instructional routine utilizing partner and can be modified to include optional comprehension and summary writing strategies. Six-Minute Solution is a research-based instructional procedure for students in grades 4-9 to build fluency in only 6 minutes of the instructional day.

Six-Minute Solution uses an instructional routine utilizing partners

progress monitoring for back-testing

● Use of San Diego Quick Assessment

● Use of Assessment Passages from Six Minute Solution with the Determining Grade Levels Chart in Chapter 1 of the materials

determine when a student is reading at least at the 50th percentile in material at a grade level before moving to passages from the next grade level



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