September 14, 2020

             Formulating Groups & Intervening

At this point, most of you have formed your groups and started your intervention. If you have, this information may serve as a refresher or an opportunity to reflect on what you have in place. If you haven’t, this information may aid you in starting the process. 


  1. IDENTIFY: Review your Tier Report, D3, Placement Decision from 19-20 school year, and the national percentile’s report in iSTEEP to identify possible at-risk students. 

  2. DIAGNOSE: Review data from the Writing Prompts, Spelling Inventories, BOY CKLA Diagnostics, Math Diagnostics, and/or current work samples to determine student deficits. 

  3. INTERVENE: Formulate your groups based on skill deficits:

    1. Reading:

      1. Decoding? What patterns need to be retaught?

      2. Fluency? At what level can the student read fluently?

      3. Comprehension? How is the student's vocabulary? Can they decode and/or understand complex sentences? Do they have the necessary background knowledge?

    2. Math: 

      1. Accuracy/Fluency? Has the student mastered basic facts?

      2. Previous Grade-Level Standards? Use your diagnostic to determine if students mastered previous grade-level skills.

      3. Current Grade-Level Standards? Use your topic quizzes to determine if students are working towards mastery with current grade-level skills.

      4. Problem Solving? If a student can use the skill in isolation but cannot apply to a word problem, the issue may be similar to a reading comprehension issue. Check understanding of vocabulary and parts of a word problem, and determine if the student can figure out the underlying pattern.

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