Interventions & Programs

Intervention Purpose Who is responsible? When is it done? What is collected? How is it used? How is it monitored?
Corrective Reading B1 Administered by certified 4 days a week, 45 minutes Mastery test every 10 The data is used to Bi weekly progress
Decoding improves students teachers or Title 1 each day, small groups of lessons. Reading checkouts determine progressing to the monitoring for reading
decoding skills, reading Paraprofessionals. 4-5 students. with every lesson, correct next level or repeating tasks fluency through Fastbridge.
Corrective Reading B1 fluency and word recognition. words read per minute. until Mastery is reached. Reading fluency check per
Targets 2nd - 4th grade lesson.
students.

It is designed to promote
reading accuracy, decoding,
fluency, sentence reading
Corrective Reading B2 and story reading.
Assigned Group Leader and
Title 1 Para-Professionals.
30 minutes, 4 days per week. Data from Mastery Tests at
Unit intervals .Reading
checkouts to monitor fluency.
The data informs us if
students have mastered
specific skills or are in need
or reteaching.
Group Leader/Title 1
Para-Pro monitors student
progress. Bi weekly progress
monitoring for reading
fluency through Fastbridge.
Reading fluency check per
lesson.

It is designed to provide
basic support skills called for
Corrective Reading Comp A in reading-comprehension
activities, and it focuses on
oral language
comprehension.
Administered by Group
Leader or Title 1
Para-Professionals.
4 days per week, 30 minutes
each day, 4-5 students per
group.
Data from mastery tests at
tests at Unit intervals. Part of
each in-program test is
individually administered,
and part is presented to the
entire group.
The data is used to
determine progressing to the
next level or repeating tasks
until Mastery is reached.
Group
Leader/Para-Professional
monitors student progress.
Bi weekly progress
monitoring for reading
fluency with comprehension
skills.

It is designed to provide
basic support skills called for
Corrective Reading Comp B in reading-comprehension
activities, and it focuses on
oral language
comprehension but at an
accelerated pace.
Administered by Group
Leader or Title 1
Para-Professionals.
4 days per week, 30 minutes
each day, 4-5 students per
group.
Data from mastery tests at
tests at Unit intervals. Part of
each in-program test is
individually administered,
and part is presented to the
entire group.
The data is used to
determine progressing to the
next level or repeating tasks
until Mastery is reached.
Group
Leader/Para-Professional
monitors student progress.
Bi weekly progress
monitoring for reading
fluency with comprehension
skills.

Designed to provide at-risk
kindergarten children with an
intervention to improve
Early Reading Intervention reading achievement.
The (ERI)
Title one Para-pros
25-minute daily lessons 4 Small groups of 3-5 students. Title 1 teacher and para-pros
times a week This intervention is Progress Monitoring twice a
comprised of 126 lessons month
distributed across
approximately 30 weeks of
instruction

Increase reading fluency and Parapros/teachers of small Comprehension assessment To increase fluency and Instructor is able to monitor
comprehension. Support groups of stories and WPM with comprehension small group and observe 1:1
Read Live vocab & phonics. Provides Students will work individual assessments of students reading aloud and
 nonfiction. Increases
accuracy & expression.
Strengthen comprehension
Rewards Rewards is a specialized
reading program to teach
students (4th-6th) a strategy
for decoding long words
along with increasing oral
and silent reading skills
Literacy Group The purpose of independent
literacy group is to provide
extensive independent and
cooperative learning for all
students.
Crosswalks Complete instructional
support on new and current
standards.
K Pals Uses literacy activities to
improve early reading
skillsespecially for
prekindergarten and
kindergarten students who
are performing below
benchmark in phonemic
awareness, phonics, and
fluency.
Sound Partners A phonics based tutoring
program that provides
supplemental reading
instruction to students with
below average reading skills
Read Well
Wilson Reading This program emphasises
independently most of the reading expression.
time. Data based documentation
of students performance for
RTI implementation
Paraprofessionals/Teacher in During ELA group time for 30
small group setting minutes 4 times per week
Title 1 Staff 30 minutes to 45 minute
intervals, 4 days per week.
Teaching Staff and Title 1 30 minute intervals weekly.
Staff.
Title one Para-pros 2 to 4 times a week
Advanced students from
upper grades/peer-tutoring
1:1 instruction or small group Used when students are
by individual instructors having difficulties with lettter
id, sound recognition, read
cvc words and limited sight
words.
This can be administered by This program is appropriate
Computer generated reports
Pretest/Post test given for
word recognition/decoding.
Indicates the words that are
taught in the program and
measures progress when
administered after the
program.
Running Records, Word
Vocabulary writing sprees,
grade level assessment on
word chunks.
Standardized State Testing.
decoding
Individual data including
knowledge or the alphabet,
reading fluency and
comprehension
Daily workbook pages;
see answers to
comprehension questions.
on student progress.
When the student has
successfully passed the post
test they would be evaluated
to determine if they needed
to continue to a different
intervention.
To determine student
mastery in literacy skills.
To determine student
mastery on Common Core
Standards.
to address the need of
instruction in phonological
month
to increase alphabetics,
fluency and comprehension
Students are grouped by
Monitored by Title 1 Staff.
Bi-weekly progress
monitoring for fluency is
done through Fastbridge.
We also do a spelling test at
the end of each lesson to
monitor progress.
Monitored by Title 1Staff. Bi
weekly progress monitoring
for reading fluency through
Fastbridge. Reading fluency
check per lesson..
Annual review by school
administration and teaching
staff.
Title 1 teacher and para-pros
Progress Monitoring twice a
Individual data sheets
showing strengths and
weaknesses.
Using a Quick Phonics
 decoding and encoding.
Increase phonological
awareness. Increase letter
sounds, blends, welded
sounds, digraphs,
diphthongs and trigraphs
Raz-Kids Students work on sight
words, fluency, phonics and
comprehension. Students
listen to a story read to them
and then reread the story.
Students take a quiz after
reading the story.
Moby Max Cpmputerized
K Pals Math To improve number
identification and number
sense
Headsprout Computerized
a teacher or paraprofessional for students scoring
in a small group or 1:1
setting
Title 1 Staff and Classroom
Teachers
Title oneParapros
Advanced students from
upper grades
significantly below grade
level on a QPS and show a
deficit in decoding unknown
words while reading text.
Students struggling with
spelling.
This program is able to be
done in a classroom setting
or a pull out group. Students
need a computer or ipad
device.
2 to 4 times a week
Post test at the end of each
section
Post test for spelling
Students receive immediate
feedback on their quizzes.
Reports are available that
break down the number of
times a story was read and
the scores for the different
types of comprehension
questions.
needs. There are workbook
practice, sound card practice,
and word card practice.
Students login to
raz-kids.com and are able to
access their leveled reading
materials
to address the need of
instruction for students who
are struggling in
mathematical awareness.
Screener (QPS) to measure
growth and needs
The Title 1 teacher receives
reports of the
comprehension questions
and amount of time students
spent reading.
Title 1 teacher and para-pros
Progress Monitoring twice a
month