Grade

Targeted Intervention Plan-Reading
Specify types of interventions at work for various student groups. Attach an intervention plan, if appropriate.
Discuss how students were identified (which data sets were considered when making the identification), how progress is being monitored, and how
interventions are adjusted with new or additional data.
October
Grades 9-11: Students were identified for intervention groups by using student’s Explore, PLAN, or ACT scores on the college and career readiness benchmarks for the
state. Students were assigned to math and English first based on these scores. Progress is being monitored on SharePoint for all PLC’s to track their data effectively.
Students can only be referred out of intervention if students are meeting standards and are passing the class with an A or B in the class. A PIA (Prepare – Inquiry –
ACT) was used to form an Intervention Committee for teacher’s to have input in the development of Friday Interventions.
Grade 12: Students who scored below benchmark on ACT Reading and/or English were assigned to a transitional course for the first trimester. Teachers use ACT data to
regroup students for differentiated instruction.
December
Teachers created intervention rosters of students in part B courses based on performance in Units 1 and 2. Students continue to develop those skills and changes will be
made on diagnostic and common formative assessment data. Grade 11 students who do not have an English course for second trimester will receive interventions on
Fridays based on their practice ACT results (with detailed subskill reports). Students in part A courses are referred to HIP based on formative assessment data. Based on
diagnostic results, teachers regroup, refer, and reteach specific skills. Teachers who teach common periods of the same course regroup their students to address common
skills.
Jan/Feb
Study Island accounts were purchased for all 9 th and 10 th graders to provide individualized instruction and tracking of individual skills. Teachers use this program as both
a regular part of in-class instruction and as support for interventions. Students in each grade level receive Friday interventions. English 1 and English 2 teachers formed
their intervention groups based on lowest level readers. English 3 teachers provide reading interventions to students not currently in English 3, based on their individual
scores. English 4 interventions include support for students in danger of failing and small group instruction for COMPASS and ACT reading skills. Teachers analyze
data each three weeks to determine both student growth and need for changes to intervention rosters.
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