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

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

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

Designed to provide at-risk Title one Para-pros 25-minute daily lessons 4 Small groups of 3-5 students. Title 1 teacher and para-pros
kindergarten children with an times a week This intervention is Progress Monitoring twice a
intervention to improve comprised of 126 lessons month
Early Reading Intervention reading achievement. distributed across
The (ERI) 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 independently most of the reading expression. see answers to
accuracy & expression. time. Data based documentation comprehension questions.
Strengthen comprehension of students performance for Computer generated reports
RTI implementation on student progress.

Rewards Rewards is a specialized Paraprofessionals/Teacher in During ELA group time for 30 Pretest/Post test given for When the student has Monitored by Title 1 Staff.
reading program to teach small group setting minutes 4 times per week word recognition/decoding. successfully passed the post Bi-weekly progress
students (4th-6th) a strategy Indicates the words that are test they would be evaluated monitoring for fluency is
for decoding long words taught in the program and to determine if they needed done through Fastbridge.
along with increasing oral measures progress when to continue to a different We also do a spelling test at
and silent reading skills administered after the intervention. the end of each lesson to
program. monitor progress.

Literacy Group The purpose of independent Title 1 Staff 30 minutes to 45 minute Running Records, Word To determine student Monitored by Title 1Staff. Bi
literacy group is to provide intervals, 4 days per week. Vocabulary writing sprees, mastery in literacy skills. weekly progress monitoring
extensive independent and grade level assessment on for reading fluency through
cooperative learning for all word chunks. Fastbridge. Reading fluency
students. check per lesson..

Crosswalks Complete instructional Teaching Staff and Title 1 30 minute intervals weekly. Standardized State Testing. To determine student Annual review by school
support on new and current Staff. mastery on Common Core administration and teaching
standards. Standards. staff.

K Pals Uses literacy activities to Title one Para-pros 2 to 4 times a week to address the need of Title 1 teacher and para-pros
improve early reading Advanced students from instruction in phonological Progress Monitoring twice a
skillsespecially for upper grades/peer-tutoring decoding month
prekindergarten and
kindergarten students who
are performing below
benchmark in phonemic
awareness, phonics, and
fluency.

Sound Partners A phonics based tutoring 1:1 instruction or small group Used when students are Individual data including to increase alphabetics, Individual data sheets
program that provides by individual instructors having difficulties with lettter knowledge or the alphabet, fluency and comprehension showing strengths and
supplemental reading id, sound recognition, read reading fluency and weaknesses.
instruction to students with cvc words and limited sight comprehension
below average reading skills words.

Read Well

Wilson Reading This program emphasises This can be administered by This program is appropriate Daily workbook pages; Students are grouped by Using a Quick Phonics
decoding and encoding. a teacher or paraprofessional for students scoring Post test at the end of each needs. There are workbook Screener (QPS) to measure
Increase phonological in a small group or 1:1 significantly below grade section practice, sound card practice, growth and needs
awareness. Increase letter setting level on a QPS and show a Post test for spelling and word card practice.
sounds, blends, welded deficit in decoding unknown
sounds, digraphs, words while reading text.
diphthongs and trigraphs Students struggling with
spelling.

Raz-Kids Students work on sight Title 1 Staff and Classroom This program is able to be Students receive immediate Students login to The Title 1 teacher receives
words, fluency, phonics and Teachers done in a classroom setting feedback on their quizzes. raz-kids.com and are able to reports of the
comprehension. Students or a pull out group. Students Reports are available that access their leveled reading comprehension questions
listen to a story read to them need a computer or ipad break down the number of materials and amount of time students
and then reread the story. device. times a story was read and spent reading.
Students take a quiz after the scores for the different
reading the story. types of comprehension
questions.

Moby Max Cpmputerized

K Pals Math To improve number Title oneParapros 2 to 4 times a week to address the need of Title 1 teacher and para-pros
identification and number Advanced students from instruction for students who Progress Monitoring twice a
sense upper grades are struggling in month
mathematical awareness.

Headsprout Computerized