York Elementary Intervention Planning Matrix 2013-2014
The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely,
additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.
General Principles of Intervention: Intervention is instructional assistance that goes beyond core instruction. Intervention design should be
guided by student achievement data derived from formative and summative assessments. Information should be specific enough in scope to
allow for intervention instruction to be tightly targeted to student need.
Student Identification
Component
Reading
 Classroom teachers complete the Early Literacy Diagnostic. mCLASS
measures. Tier II team completes the DIBELS Next for Grades K-2
and the DORF for grades 3-5. Classroom teachers then sort class
summary page found on mCLASS by BOY composite score and send
printed report to best service meeting.
 Intervention team will highlight any student demonstrating need in two
or more measures.
 Once students have been identified as below benchmark, the
intervention team will collaborate with ESL, classroom teachers and
CCR to determine which service would best meet the students’ needs.
 Tier II team will create an eligibility list within the mCLASS system.
 Tier II team groups students for service using the Small Group Advisor
tool within the mCLASS system.
 Tier II team tags Long-Term served students who are significantly
below and demonstrate multiple skill deficits.
 Intervention teachers will complete digging deeper assessments (see
schedule) to determine instructional focus.
 Tier II team creates Short-Term skill groups with students having one
to two skill deficits.
 Tier II team uses progress monitoring data to drive monthly
collaboration with classroom teachers.
 Teachers will notify intervention team of any new arrivals or students
that have recently fallen below benchmark after examining their
Universal screening data, cumulative folder, report card grades and
any additional data.
 No new students will be served Long-Term in intervention groups after
the third quarter report cards are released. New students will continue
to be considered for new Short-Term groups in the last quarter.
 Long-Term students will exit the intervention process when
benchmark is achieved, maintained, and through mutual agreement of
classroom teacher, parent, principal, intervention teacher and
coordinating teacher at central office.
 Short-Term student groups will be fluid based on progress monitoring
and focus of the skill group.
Math
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Classroom teachers complete classroom ranking forms following the
directions at the top of each ranking form and return to the intervention team.
Intervention teachers will highlight all students on the classroom ranking
forms following the directions at the top of each ranking form.
Once students have been identified as below benchmark, the intervention team
will collaborate with ESL, classroom teachers and CCR to determine which
service would best meet the students’ needs.
Tier II team will create a grade level eligibility spreadsheet (Livebinders). Add
multiple criteria points for identified Long-Term served students.
Tier II team creates groups of Long-Term served students within the mCLASS
system (K-3) and i-Ready (4-5).
Tier II team tags Long-Term served students who are significantly below and
demonstrate multiple skill deficits.
Tier II team creates Short-Term skill groups with students having one to two skill
deficits.
Tier II team uses progress monitoring data to drive monthly collaboration with
classroom teachers.
Classroom ranking forms will be updated monthly during collaboration to ensure
all students not achieving at benchmark are discussed and changes made based
on new students and students moved.
Teachers will notify intervention team of any new students that are below
benchmark after examining their cumulative folder and collecting additional data.
Data used to determine student need will include the following: Number
Knowledge Assessment, Number World Placement Assessment, report cards,
Case 21 data and any additional digging deeper assessments or universal
screening data.
No new students will be served Long-Term in intervention groups after the third
quarter report cards are released. New students will continue to be considered for
new Short-Term groups in the last quarter.
Long-Term students will exit the intervention process when benchmark is
achieved, maintained, and through mutual agreement of classroom teacher,
parent, principal, intervention teacher and coordinating teacher at central office.
Short-Term student groups will be fluid based on progress monitoring and focus
of the skill group.
Intervention Structure
Instruction
Assessment
 Long-Term intervention delivery will be direct instruction 30 minutes
daily, 5 days a week (pull-out K-5).
 Short-Term intervention delivery will be brief (10-20 min.) flexible,
focused small group instruction 3-5x a week (push-in K-5).
 Intervention teachers will collaborate with assigned grade level
teachers and any others who contribute to the student’s literacy
education to determine student literacy goals each month.
 Intervention teachers will meet at the BOY & as warranted by test data
with ESL, CCR and classroom teachers to make any adjustments to
best service.
 Intervention team will attend weekly PLTs with assigned grade levels &
hold quarterly Title I PLTs to discuss student achievement, parental
involvement, and regrouping.
 Students identified with the highest needs should be identified as
Long-Term students and will be served in small groups of no more
than 6, with no more than 4 per group in K.
 Intervention teachers will follow the recommended Title I literacy
supplementary lesson formats for Long-Term groups.
 Instruction for Short-Term groups will be driven by mCLASS focus
lessons and will consist of push-in groups of no more than 6 (4 per
group in K).
 The intervention format will be direct & explicit instruction based on
student need.
 Intervention teachers will use assessment data, collaboration and
anecdotal notes to drive their daily instruction.
 mCLASS & Fountas and Pinnell Assessment Kits will be used to
assess growth and determine student placement for instruction.
Students will be assessed beginning, middle and end of the year to
determine growth and best placement. In addition the following
assessments will be given when appropriate: Names Test, Letter/Sound
ID, PAST, HRSW and Writing Vocabulary.
 Assessments will be shared with classroom teachers in an effort that no
assessment will be given twice to a child.
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Long-Term intervention delivery will be direct instruction 30 minutes 3
days a week (pull-out).
Short-Term intervention delivery will be brief (10-20 min.) flexible,
focused small group instruction 3-5x a week (push-in K-5).
Intervention teachers will collaborate with classroom teachers and any
others who contribute to the student’s mathematics education to determine
student goals each month.
Intervention teachers will meet at the BOY & as warranted by test data
with ESL, CCR and classroom teachers to make any adjustments to best
service.
Intervention team will attend weekly PLTs with assigned grade levels &
hold quarterly Title I PLTs to discuss student achievement, parental
involvement, and regrouping.
 Students identified with the highest needs should be identified as LongTerm students and will be served in small groups of no more than 6, with
no more than 4 per group in K.
 Intervention teachers will follow the recommended Title I math
supplementary lesson formats for Long-Term groups.
 Instruction for Short-Term groups will be driven by pre-requisite skills
needed to achieve Math critical skills specific to each grade level.
 The intervention format will be direct & explicit instruction based on
student need.
 Intervention teachers will use assessment data, collaboration and
anecdotal notes to drive their daily instruction.
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Quarterly Math assessments and Case 21 & i-Ready Math data will
be utilized to determine the student placement for instruction.
Students will be assessed beginning, middle and end of the year to
determine growth using Progress Monitoring Probes. Number
Worlds Placement Tests will be given to determine student
placement for Long-Term instruction.
 Assessments will be shared with classroom teachers in an effort that no
assessment will be given twice to a child.
Curriculum/
Resources
 Fast Track, Fountas and Pinnell Kits, Wildcats, Early Connections,
Daily Café, C-MAPP
 MCLASS universal screening & progress monitoring probes
 An inventory will be kept on all intervention materials and will be
updated yearly to determine additional needs.
 Any additional resources added will be research based.
 iPads will be used as an additional and supplemental resource.
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Number Worlds, C-MAPP, i-Ready
universal screening and progress monitoring probes.
An inventory will be kept on all intervention materials and will be
updated yearly to determine additional needs.
Any additional resources added will be research based.
iPads will be used as an additional and supplemental resource.