Literacy

Interventions

Agenda
Intervention review
Data Analysis to Guide Instruction - Data
Teams Conversations
Screening analysis
Core Instruction Conversations
Student specific needs
Intervention examples
Progress Monitoring Data Analysis

INTERVENTIONS

an intervention is anything a
school does, above and beyond
what all students receive, that
helps a child succeed in school.
This additional support can be
a practice, method, strategy or
program.
Mattos, Buffum, Weber, 2012

How does Intervention

differ from Core Instruction?
Intervention is MORE explicit, systematic, intensive, and
supportive. With struggling learners receiving MORE
instructional time (e.g., an additional 30 minutes) than
regular core classroom reading instruction (Core PLUS
MORE)
Intervention targets the specific needs of students atrisk for reading difficulties
Intervention involves frequent progress monitoring (e.
g., every week) to track student progress and inform
instruction

Critical Elements of a
High Quality Intervention
Student driven

(e.g. identified through benchmark testing three times a

year)

Increased intensity
More instructional time
Smaller grouping

Systematic and explicit

More opportunities for guided practice
Appropriate levels of scaffolding

Critical Elements of a
High Quality Intervention (cont.)
More opportunities for error correction and immediate
feedback
Progress monitoring assessments (e.g. every week)
Programs and materials based on SBRR
Timely Interventions begin as soon as need is
identified
Administered by Trained Professionals
Quick Paced

Critical Elements of a
High Quality Intervention (cont.)
Targeted Interventions generally focus on more
than one area (e.g., phonics, fluency, and
comprehension)
Intensive Intervention may focus exclusively on one
essential reading area

Building Wide Intervention

--Time Example
A 90 minute reading block for each grade level and
then 30 minutes of time scheduled outside of that
block for Intervention/Enrichment.
Students

who struggle most are receiving small

group instruction based on their needs
(Intervention).

On

level students are engaged in academic

practice.

Above

level students are engaged in academic

Classroom Level Intervention

--Time Example
An extended reading block (longer than 90 minutes) in
which intervention is included in the block of time
designated for reading instruction.
The teacher provides whole group and small group
differentiated instruction to all students. The
teacher works with the most struggling students
for an additional 15-30 minutes daily during the
extended block. Students are engaged in literacy
centers or Daily 5 when the teacher is meeting
with groups.

5 Essential Literacy
Components
PHONEMIC AWARENESS
C
o
m
p W
o hy
n
e
nt

Hig
h
Pri Scope &
orit Sequenc
y
e
Skil
ls

Ph
on
e
mi
c

K-1:
Blend
ing 2
and 3
soun

a
stro
ng
pre
dict

Easier
W
or
d
C

Essenti
FAST
al
Subtes
Compo
t
nent &
Instruc
tional
Focus
Phone
mic
Awaren
ess

Onset
Sound
s
Word
Segm
enting

5 Essential Literacy
Components
PHONICS
C
o
m
p W
o hy
n
e
nt
Ph
oni
cs

our
lan
gua
ge
is

Hig
h
Pri Scope &
orit Sequenc
y
e
Skil
ls
Accur Easier
acy:

S
o
u

R
e
g
ul

Essenti
FAST
al
Subtes
Compo
t
nent &
Instruc
tional
Focus
Phone
mic
Awaren
ess

Onset
Sound
s
Word
Segm
enting

5 Essential Literacy
Components
FLUENCY
C
o
m
p W
o hy
n
e
nt
Flu
en
cy

free
s
cog
niti
ve

Hig
h
Pri Scope &
orit Sequenc
y
e
Skil
ls
Accur
acy
Rate
Proso
dy

Easier
Fluency
Continuum
:
L

Essenti
FAST
al
Subtes
Compo
t
nent &
Instruc
tional
Focus
Phone
mic
Awaren
ess

Onset
Sound
s
Word
Segm
enting

DATA ANALYSIS to
GUIDE INSTRUCTION

Screening Data Analysis

LOOK AT GRADE LEVEL DATA AS A TEAM:
1. What does the data tell you?
2. What additional questions do the data
generate?
3. What do these data indicate teachers and
students need to work on?
4. What are implications for Core instruction?

Core Instruction
Conversations
1. Is your reading block protected?
2. Do you have the appropriate amount of time allocated to
reading?
3. Are you implementing the core reading program with
fidelity?
4. Are you teaching the 5 Essential Components of Reading
with appropriate emphasis according to grade level
standards and student needs?
5. Are you teaching both Whole Group Instruction using
Grade Level Text and Small Group Differentiated
Instruction using Instructional Level Text?

Screening Data Analysis

CBMr Student Sort
3. Proficient
Fluency &
Below
Benchmark
Accuracy
1. Below
Benchma
rk
Fluency
& Below
Benchma
rk
Accuracy

4. Proficient
Fluency &
Proficient
Accuracy

2. Below
Benchmark
Fluency &
Proficient
Accuracy

Screening Data Analysis

Early Reading Student Sort
B
el
o
w
B
e
n
c
h
m
ar
k
C
B
M
r

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el
o
w
B
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h
m
ar
k
C
B

B
el
o
w
B
e
n
c
h
m
ar
k
C
B
M
r

B
el
o
w
B
e
n
c
h
m
ar
k
C
B
M
r

B
el
o
w
B
e
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c
h
m
ar
k
C
B

B
el
o
w
B
e
n
c
h
m
ar
k
C
B

B
el
o
w
B
e
n
c
h
m
ar
k
C
B
M
r

At
or
A
b
o
v
e
B
e
n
c
h
m
ar
k
o

Screening Data Analysis

LOOK AT YOUR GRADE LEVEL DATA:
1. Complete the sort for your students
2. Answer data questions for the sort data
What
What
What
What

does the data tell you?

additional questions do the data generate?
do these data indicate teachers and students need to work on?
are implications for Targeted and Intensive Intervention instruction?

Need more data?

Quick Phonics Screener
Pre-Decoding Skills Survey

Intervention Planning
Using the data and data team conversations,
decide: What will instruction/intervention time
look like for...
Substantially Deficient students
At-Risk Students
Benchmark Students

Interventions

State Reviewed Intervention

List

Lexia Reading Core5 - PreK-5

Fast ForWord - K-12
Reading Recovery - 1
PAth to Literacy - PreK
Story Friends - PreK
REWARDS - 4-12

AEA Intervention Materials

Effective Instructional Routines/Strategies
5 Components of Reading
Explicit
Need to select words/texts based on
student needs
Need to include repeated practice

Intervention
Programs/Strategies
Phonemic
Awareness/Phonics/Fluency
The Intensive Phonological
Awareness Program
Michael Haggerty
Orton-Gillingham
Road to the Code
Walpole - Word Recognition &
Fluency
Phonics for Reading
REWARDS
95% Group Materials

Fluency and
Comprehension
Walpole - Fluency &
Comprehension
Fluency Flags
Six Minute Solutions
Read Naturally

95% Group Intervention

Materials
Phonological Awareness Lessons
Teaching Blending
Multisyllable Routine Cards
Vocabulary Surge

Walpole Fluency &

Comprehension
Automatic Word Practice (1-2 min.)
Word Level or Phrase Level
Text Introduction/Review (1 min.)
Teacher Model/Demonstration (5 min.)
Repeated Reading Practice (5 min.)
Comprehension (4 min.)

Progress Monitoring Data

Analysis

Progress Monitoring
To determine whether students are
making adequate progress to close the
gap
Use the graphs
To determine whether instruction
needs to be adjusted

Progress Monitoring
Changing the Intensity & Nature of
Instruction
Intervention
Duration
Frequency
Interventionist
Group size

Progress Monitoring
Are students making progress at an acceptable rate?
Compare trendline to aimline
Discuss: What do you notice?
Are students meeting short- and long-term performance
goals?
Discuss: what are short and long term goals for
each student?
Does the instruction or intervention need to be adjusted or
changed?
If yes, Discuss: what will be changed or adjusted?

Questions or Comments?
Thank You!