Intervention Planning Matrix
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.
Component
Reading
Student Identification
 Classroom teachers complete classroom ranking forms
following the directions at the top of each ranking
form and return to the Title I Intervention team.
Intervention teachers will highlight all students on the
classroom ranking forms following the directions at
the top of each ranking form.
 Classroom ranking forms will be updated quarterly for
students not achieving at benchmark.
 Teachers will notify Title I Intervention Team of any
new students that are below benchmark after
examining their cumulative folder.
 Data used to determine student need will include the
following: running records, universal screening data,
names test, Past, letter identification, and print
concepts.
 Students will exit the intervention process when
benchmark is achieved, maintained, and through
mutual agreement of classroom teacher and
intervention teacher.
Intervention Structure
 Our service intervention delivery will be a hybrid of
pull out, push-in, and co-teaching.
 We will meet daily for 30 minutes.
 YMCA afterschool program will continue to service
students that need additional support.
 LEAP will continue to provide afterschool tutorial
services for our ESL population.
Math
 Classroom teachers complete classroom
ranking forms following the directions at the
top of each ranking form and return to the Title
I Intervention team. Intervention teachers will
highlight all students on the classroom ranking
forms following the directions at the top of
each ranking form.
 Classroom ranking forms will be updated
quarterly for students not achieving at
benchmark.
 Teachers will notify Title I Intervention Team
of any new students that are below benchmark
after examining their cumulative folder.
 Data used to determine student need will
include the following: Number Knowledge
Assessment and Number World Placement
Assessment, Quarterly Assessment (teacher
and county).
 Students will exit the intervention process
when benchmark is achieved, maintained, and
through mutual agreement of classroom
teacher and intervention teacher.
 Our service intervention delivery will be a
hybrid of pull out, push-in and co-teaching. We
will meet daily for 30 minutes.
 YMCA afterschool program will continue to
service students that need additional support.
 LEAP will continue to provide afterschool
tutorial services for our ESL population.
Instruction
 Teachers will attend collaboration, PLT’s,
consultation, attendance at grade level meetings when
needed.
 Students identified as the neediest students will be
served in small groups of 4-6 all year.
 Students that fall below benchmark that need shortterm intervention will be served by the push-in model
or co-teaching.
 Title 1 teachers will collaborate with classroom
teachers to decide when co-teaching should be
utilized.
 The intervention format will be implemented using a
hybrid model of push-in (co-teaching) and pull-out
delivery services.
 Pull-Out: Students requiring daily pull-out will
continue to use the Title 1 Developmental format.
 Push-In (Co-teaching): Title 1 teachers and the
classroom teachers will plan instruction to align with
the NCSCOS.
Assessment
 Fountas and Pinnell Assessment Kit will be used to
assess students for reading intervention. Students will
be assessed beginning, middle, and end of the year. In
addition the following assessments will be given when
appropriate: Names Test, Letter/Sound ID, Print
Concepts, DIBELS, PAST, and Writing Vocabulary.
Curriculum/Resources
 Fast Track, Fountas and Pinnell Leveled Readers,
Words their Way , Wright Group, Benchmark
 Teachers will attend collaboration, PLT’s,
consultation, attendance at grade level
meetings when needed.
 Students identified as the neediest students will
be served in small groups of 4-6 all year.
 Students that fall below benchmark that need
short-term intervention will be served by the
push-in model or co-teaching.
 Title 1 teachers will collaborate with classroom
teachers to decide when co-teaching should be
utilized.
 The intervention format will be implemented
using a hybrid model of push-in (co-teaching)
and pull-out delivery services.
 Pull-Out: Students requiring daily pull-out
will continue to use the Title 1 Developmental
format.
 Push-In (Co-teaching): Title 1 teachers and the
classroom teachers will plan instruction to
align with the NCSCOS.
 Number Knowledge, Number Worlds
Placement Tests, Blue Diamond Assessments
 Number Worlds