Definition of Students Needing Intervention
We define the need for intervention as targeted instruction in addition to the core instruction for a student who either:
- Is one year below grade level OR
- Falls between 20-30% of the bottom 30% of the population at a school site OR
- Not on target for passing State testing
The Role of the Elementary Interventionist
The State of Arizona requirement for passing the State adopted reading test (AzMERIT: Reading) before being promoted from third grade will drive the focus of the intervention program. Given this requirement, first, second and third grade students who are having difficulty learning to read will have priority for services. Kindergarten students will be screened in January. Services may be expanded beyond these parameters if resources are available (e.g., mathematics, earlier kindergarten screening, etc.). The elementary interventionist carefully tracks individual student progress in the area of reading, and in some cases mathematics, designs lessons to directly address the student’s needs, and provides access to learning tools which differentiate and assess their progress.
Elementary Intervention Materials
Interventionists will have a range of materials and programs from which to choose. Recognizing that students who are struggling to learn may need a variety of approaches, the teacher will use their professional discretion on selection of research based intervention materials. It is the expectation that the interventionists will utilize materials that have a clear research base and will be able to provide assessment results to other teachers, parents and administration for various purposes to ensure that students make continual academic progress. Materials and programs that will be available to each elementary interventionist include:
i-Ready and i-Ready Common Core; Reading Street: My Sidewalks; Reading Street: Intervention Kit, Wilson Fundations.
Based on our research and experience we know that small group targeted intervention needs to be allocated 30-40 minutes, 4 to 5 days per week. This time will be scheduled over and above the core instruction time in reading or mathematics for all students.