Intervention Grid Example – Secondary

Intervention

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 ⅘ days 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.

AND/OR

Attendance: At risk or chronic in comparison to school wide average.

AND/OR

Academic: At risk

AND

Behaviors interfere with academic achievement

OR

Behaviors interfere with social interactions with those in the school.

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 year.

Check-in Check-Out

Designed for students with persistent behavior

concerns that are not

dangerous; provides a

daily check-in/check-out

system that helps teachers provide students with immediate feedback on behavior by completing a daily progress report and

additional opportunities for positive adult interactions.

Parents participate by

signing off on daily sheets; students are assigned a staff member to check in

and out with daily

Behavior:

More than 3 ODRs & student seeks adult attention (check motivation

on referrals)

Academic:

Report cards: “N” on study skills or organization

Daily progress reports collected by CICO staff member and

viewed by parents/ guardians

Meets goal on the

daily progress

report for 3

consecutive weeks

– move to self-monitoring

phase

Self-monitoring

phase exited at the

end of the next

marking period as

long as student

continues to

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

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

OR

R-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 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 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.

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

AND

Phonics 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

AND

Progress monitoring is done at least every other

AND

Fidelity checklist data is collected at least every other week

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

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)

Phonics for Reading © Level 2

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

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

OR

R-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 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.

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

AND

Phonics 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

AND

Fidelity checklist data is collected at least every other week

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)

Data indicate that the intervention is being implemented with fidelity

Phonics for Reading © Level 3

Critical Skill: Advanced Phonics

Phonics for Reading, Third 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 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).

DIBELS Next DORF Words Correct and Accuracy are well below benchmark

OR

R-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 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% 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.

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

AND

Phonics 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

AND

Progress monitoring is done at least every other

AND

Fidelity checklist data is collected at least every other week

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 1 Subtest F, G, and H)

Data indicate that the intervention is being implemented with fidelity

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, 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.

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 © substantiates the need for the program

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

OR

Appropriate reading Curriculum-Based Measurement (CBM)

AND

Check-ups at the end of every unit

AND

Progress monitoring is done at least every other week and graphed

AND

Fidelity checklist data is collected at least every other week

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 the post test on both word parts and correct words

Data indicate that the intervention is being implemented with fidelity

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

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%

OR

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 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.

AND

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

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

OR

Appropriate reading Curriculum-Based Measurement (CBM)

AND

Check-ups at the end of every unit

AND

Progress monitoring is done at least every other week and graphed

AND

Fidelity checklist data is collected at least every other week

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

Data indicate that the intervention is being implemented with fidelity

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

Critical Skills: Comprehension, fluency, advanced decoding.

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.

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

OR

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 ©

AND

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

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

OR

Appropriate reading Curriculum-Based Measurement (CBM)

AND

Progress monitoring is done at least every other week and graphed

AND

Fidelity checklist data is collected at least every other week

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

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

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

Data indicate that the intervention is being implemented with fidelity

REWARDS Plus Social Studies ©

Critical Skills: Advanced Phonics, 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.

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

OR

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

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%

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 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.

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

OR

Appropriate reading Curriculum-Based Measurement (CBM)

AND

Progress monitoring is done at least every other week and graphed

AND

Fidelity checklist data is collected at least every other week

Data indicate that the intervention 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)

REWARDS Plus Science ©

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

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.

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

OR

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

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%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 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.

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

OR

Appropriate reading Curriculum-Based Measurement (CBM)

AND

Progress monitoring is done at least every other week and graphed

AND

Fidelity checklist data is collected at least every other week

Complete all of the lessons within the program

Six-Minute Solution Secondary Grades 6-9

Critical Skill: Reading Fluency

Six-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, 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

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 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

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

AND

Progress monitoring is done at least every other week and graphed

AND

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 material at a grade level before moving to passages from the next grade level

AND

Fidelity checklist data is collected at least every other week

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

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.