Interventions that Work

Interventions that Work

Educators use relevant data to drive intentional student instruction. Mileposts gives educators the place to analyze data to determine student needs, document intervention strategies to meet those needs, and capture the individual student progress throughout the intervention.  You may also reference the "Intervention Examples" found in our Help/Support/Training to further direct you on the path of documenting effective interventions in Mileposts.




Intervention for Secondary Reading:
      • Skill Deficit:
            o Low comprehension skills
      • Baseline Data:
            o Spring Reading ISAT - 207 (Proficiency 212)
            o Fall district reading fluency - 125 wcpm (Proficiency – 157 wcpm) • Measureable Goal and Timeline:
            o Score 212 on 7th Grade Reading ISAT
            o Raise reading fluency to 140 by end of December • Instructional Strategy (What, Who, When):
            o Read 180 Program w/Reading Specialist daily during 1st trimester – 30 minutes/day
      • Assessment Tool and Timeframe:
            o Read 180 weekly progress reports

Intervention for Secondary Math:
      • Skill Deficit:
            o Low math fluency – fractions and integers
      • Baseline Data:
            o Spring Math ISAT - 210 (Proficiency 223)
            o Fall district math fluency – 50% on district assessment (Proficiency – 90%)
      • Measureable Goal and Timeline:
            o Score 222 on 8th Grade Math ISAT (Proficiency at 8th grade – 229)
            o Raise math fluency (fractions and integers) to 75% by end of December
      • Instructional Strategy (What, Who, When):
            o ALEKS program during After School Program focused on fractions and integers 4X/week
      • Assessment Tool and Timeframe:
            o ALEKS weekly progress reports

Intervention for Secondary Low Test Scores:
      • Skill Deficit:
            o Low scores on chapter and unit tests
      • Baseline Data:
            o Avg test scores in ______ class = 55% (Passing Score = 75%)
            o Failing class with an average of 60% overall
      • Measureable Goal and Timeline:
            o Score 75% or better on chapter and unit tests to raise overall score to 75% average
            o By end of Fall semester
      • Instructional Strategy (What, Who, When):
            o Before school 3 days a week - meet with teacher for 15 minutes
            o Focus will be on concepts covered and checking for understanding
      • Assessment Tool and Timeframe:
            o Weekly class assessments
            o Chapter and Unit tests

Intervention for Elementary Reading:
      • Skill Deficit:
            o Basic Reading Skills
      • Baseline Data:
            o Score of 35 wcpm on RCBM (20th percentile) on September IRI assessment
      • Measurable Goal and Timeline:
            o Score of 60 wcpm or more, (30th percentile) on the Winter IRI
      • Instructional Strategy (What, Who, When):
            o HM extra support daily with Reading Specialist
      • Assessment Tool and Time frame:
            o AIMSweb RCBM probes weekly at 1st grade level by Reading Specialist

Intervention for Elementary Math:
      • Skill Deficit:
            o Low Number Concepts and Operations (See DesCartes list below)
      • Baseline Data:
            o Fall NWEA Map Math assessment - RIT of 224 (Fall Proficiency = 235)
      • Measurable Goal and Timeline:
            o Winter NWEA Map Math assessment - RIT of 234
            o Spring NWEA Map Math assessment - RIT of 238
            o Spring ISAT Scale Score of 240 (Spring Proficiency = 240)
      • Instructional Strategy (What, Who, When):
            o Structured PASS Class - daily (replaces an elective)
            o Computerized Math Program - ALEKS daily 30 min with follow up from PASS Teacher
      • Assessment Tool and Time frame:
            o ALEKS weekly progress reports

Environmental Accommodation for Behavior:
Issue: Student interrupts discussions and learning frequently.
Solution:
      Provision of choices pre-listed with teacher
      Logical consequences - determined by student and teacher
      Self monitoring
      Frequent Praise and positive comments

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