Bemidji Area Schools

Bemidji Area SchoolsReading Intervention Booklet

What is an Intervention?An Intervention: Is short term (at least 30 school days long for special education,but usually extends at least 8-12 weeks or longer) Is fast-paced Is based on sound, research-based instructional practices Involves 1-to-1 or small group (no more than 4) students Is typically conducted 3 to 5 days a week (every day for specialeducation) Is typically 30 to 60 minutes long (in chunks) , depending onstudent need Is individualized and tailored to meet student need Is monitored weekly to bi-monthly to determine effectiveness Is more than an accommodation; it’s a teaching strategy orprogram that requires a change in instruction Can be administered by a classroom teacher, specialist, ortrained paraprofessional.

Intervention Programs in the Bemidji Area SchoolsThe following reading intervention programs have been purchased and areavailable in some or all of the Bemidji elementary schools. These programs areresearch-based and effective.Phonemic Awareness Scott Foresman Early Reading InterventionPeer-Assisted Literacy Skills (PALS)Fountas and Pinnell Leveled Literacy Intervention (LLI)Literacy Leaders: 10 Minute Lessons for Phonological Awareness (Clark-Edmonds)Phonics Scott Foresman Early Reading InterventionPeer-Assisted Literacy Skills (PALS)Fountas and Pinnell Leveled Literacy Intervention (LLI)Reading RecoverySeven SyllablesFluency Read NaturallyFountas and Pinnell Leveled Literacy Intervention (LLI)Reading RecoveryReading A-Z Reading TutorsVocabulary Read NaturallyFountas and Pinnell Leveled Literacy Intervention (LLI)Reading A-Z Reading TutorsComprehension Read NaturallyFountas and Pinnell Leveled Literacy Intervention (LLI)Reading RecoveryReading A-Z Reading Tutors

Reading Assessments Aligned to the 5 Elements of Reading InstructionThe following reading assessments are available for use in the Bemidji SchoolDistrict:Phonemic Awareness AIMSWeb PSFCORE Phonemic Awareness (See Title I or AOM teachers)DIBELS PSFPhonics Reading Recovery Observation Survey (Grade 1)CORE Phonics and Qualitative Spelling Surveys (See Title I or AOM teachers) Scott Foresman Individual Reading Inventory Basic Reading Inventory – Jerry Johns (See Title I or AOM)AIMSWeb LNF and LSFFluency AIMSWeb Oral Reading Fluency (required) Fountas and Pinnell Benchmarking System Reading Recovery Observation Survey (Grade 1) Scott Foresman Individual Reading Inventory Basic Reading Inventory – Jerry Johns (See Title I or AOM)DIBELS ORFVocabulary CORE Verbal Language (See Title I or AOM teachers)Comprehension AIMSWeb Maze (required) Fountas and Pinnell Benchmarking System Reading Recovery Observation Survey (Grade 1)CORE Comprehension (See Title I or AOM teachers) Scott Foresman Individual Reading Inventory Basic Reading Inventory – Jerry Johns (See Title I or AOM)

BEMIDJI AREA SCHOOLS – Reading Intervention StrategiesName ofInterventionGradeLevelSize ofGroupEntrance Criteria:Implement if Studenthas not reachedBenchmark or at leastthe 25th percentile on:Sound Boxes(PhonemicAwareness)Blending Pathway(PhonemicAwareness)K and11-3PSFK and11-3PAST (Phoneme BlendingTask) or PhonemeBlending Assessment(PBA)FlashcardProcedure (LetterNaming)FlashcardProcedure (LetterSounds)Three Ways ofRemembering(Letter Names orSounds)Line-by-Line LetterID (Letter Namesor Sounds)K and11-3LNF or QPS (Task 1a)K 1-3LSF or has not masteredletter soundsK and11-3K and11Sound Boxes(Phonics)1 FlashcardProcedure (SightWords)K tinue Intervention for:Exit Criteria: DiscontinueImplementation whenstudent reachesBenchmark or at least the25th percentile on:At least 3times perweekAt least 3times perweekAt least10minutesAt least10minutesAIMSwebPSFAt least 6 weeks or untilstudent meets Exit CriteriaPSFPAST(PhonemeBlendingTask) orPhonemeBlendingAssessmentAIMSwebLNFAt least 6 weeks or untilstudent meets Exit CriteriaPAST Benchmark: 5 or 6 of6, orAt least 6 weeks or untilstudent meets Exit CriteriaLNF or QPS (Task 1a)AIMSwebLSFAt least 6 weeks or untilstudent meets Exit CriteriaLSF or QPS (Task 1b)AIMSwebLNF (or LSF)At least 6 weeks or untilstudent meets Exit CriteriaLNF or QPS (Task 1a or b)LNF or QPS (Task 1a or b)See Blending PathwayIntervention for PBABenchmarkLNF (or LSF) or has notmastered letter names orsoundsAt least 3times perweekAt least 3times perweekAt least 3times perweekAt least10minutesAt least10minutesAt least10minutesLNF (or LSF) or has notmastered letter names orsoundsAt least 3times perweekAt least10minutesAIMSwebLNF (or LSF)At least 6 weeks or untilstudent meets Exit Criteria1-3LSF, NWF, R-CBM, QPS, orSpelling InventoryCurriculum Sight WordChecklist, San Diego QuickAssessment, or othergraded word listAt least10minutesAt least10minutesAIMSwebLSF, NWF, orR-CBMCurriculumSight WordChecklist orSan DiegoQuickAssessmentAt least 6 weeks or untilstudent meets Exit Criteria1-3At least 3times perweekAt least 3times perweekAt least 6 weeks or untilstudent meets Exit CriteriaLSF, NWF, R-CBM, or QPS(Task 2 or higherdepending on grade level)Curriculum Sight WordChecklist, San Diego QuickAssessment, or othergraded word list

Name ofInterventionGradeLevelSize ofGroupPaired Reading(Fluency)1 1Repeated Reading(Fluency)1 1–31–3Entrance Criteria:Implement if Studenthas not reachedBenchmark or at leastthe 25th percentile on:R-CBM or other fluencyrate ngProbeContinue Intervention for:3 to 5 timesper weekAIMSweb RCBMAt least 12 weeks or untilstudent meets Exit CriteriaR-CBMR-CBM or other fluencyrate assessment3 to 5 timesper weekAt least10minutesAt least10minutesAIMSweb RCBMAt least 12 weeks or untilstudent meets Exit Criteria(It may be 12-18 weeksbefore gains are seen—givethe intervention time towork.)R-CBMAt least10minutesAIMSweb RCBMAt least 12 weeks or untilstudent meets Exit Criteria(It may be 12-18 weeksbefore gains are seen—givethe intervention time towork.)R-CBMR-CBM or other fluencyrate assessment3 to 5 timesper weekExit Criteria: DiscontinueImplementation whenstudent reachesBenchmark or at least the25th percentile on:Repeated ReadingwithComprehension(Fluency)1 Four Square(Vocabulary)1 1-3MAP or MCA Vocabulary,or does not perform wellon curricular vocabularyassessments4 to 5 timesper weekAt least15minutesCurriculumvocabularyassessmentsAt least 12 weeks or untilstudent meets Exit CriteriaMAP, MCA, or Curriculumvocabulary assessmentsJournal(Vocabulary)1 1-34 to 5 timesper weekAt least15minutesCurriculumvocabularyassessmentsAt least 12 weeks or untilstudent meets Exit CriteriaMAP, MCA, or Curriculumvocabulary assessmentsRead, Cover,Remember, Retell(Comprehension)2 1-3MAP or MCA Vocabulary,or does not perform wellon curricular vocabularyassessmentsMAP, MCA, R-CBM, MAZEor other curriculumcomprehensionassessment3 to 5 timesper weekAt least20minutesAIMSweb RCBM andMAZEAt least 12 weeks or untilstudent meets Exit CriteriaMAP, MCA, R-CBM, MAZEor other curriculumcomprehension assessmentClick or Clunk?(Comprehension)2 1-3MAP, MCA, R-CBM, MAZEor other curriculumcomprehensionassessment3 to 5 timesper weekAt least20minutesAIMSweb RCBM andMAZEAt least 12 weeks or untilstudent meets Exit CriteriaMAP, MCA, R-CBM, MAZEor other curriculumcomprehension assessment

Basic Reading Inventory – Jerry Johns (See Title I or AOM) AIMSWeb LNF and LSF Fluency AIMSWeb Oral Reading Fluency (required) Fountas and Pinnell Benchmarking System Reading Recovery Observation Survey (Grade 1) Scott Foresman Individual Reading Inventory Basic Reading Inventory – Jerry Johns (See Title I or AOM)