Menu of Interventions Template
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School
Liberty University *
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Course
547
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
7
Uploaded by SuperHumanRavenPerson995
MENU OF INTERVENTIONS
1
Menu of Interventions
<Insert Your Name Here> School of Education, Liberty University
Author Note
"Insert full name here. Include ORCID number in URL format if you have one." I have no known conflict of interest to disclose. "<Disclose conflicts, if any>" Correspondence concerning this article should be addressed to "Insert Student's Full Name" . Email: <Insert Your LU Email>
MENU OF INTERVENTIONS
2
Menu of Interventions
R
EADING
I
NTERVENTIONS
Name of Intervention
Specific Subject Area (within reading)
What Tiers can
this intervent
ion be used for?
Explain the purpose of this intervention.
How do you monitor progress with this intervention?
Virtual Lesson Instruction: Supporting Students’ Foundational Reading Skills
https://intensi
veinterventio
n.org/resource
/virtual-
lesson-
example-
supporting-
students-
foundational-
reading-skills
Reading (Foundational Skills)
Tiers 1-3
The purpose of this virtual lesson is to support students in developing foundational reading skills, focusing on key areas such as phonemic awareness, phoneme–
grapheme correspondence, irregular and high-frequency words, writing, and connected text. The intervention aims to enhance students' proficiency in these foundational skills, contributing to overall reading proficiency.
Progress in this intervention can be monitored through various means: Formative Assessments:
Use ongoing formative assessments
embedded within the virtual lesson to gauge students' understanding and mastery of specific foundational skills. Performance Tasks:
Assign writing tasks or connected text activities to assess students' application of learned skills. Data Analytics within the technology platform:
If the virtual lesson is delivered through a specific technology-
based program, teachers can leverage the data analytics provided by the platform to track individual student progress. Monitor completion rates, quiz scores, and engagement metrics, etc.
Reading Racetrack: Build Sight-
Word Vocabulary With the Reading Sight-Word Vocabulary Building
Tiers 2&3
The purpose of the Reading Racetrack intervention is to systematically build students'
sight-word vocabulary through a game-like and engaging format. The intervention focuses on Monitoring progress in this intervention involves several key steps: Timed Reading Performance:
Utilize a stopwatch to record the student's reading performance
MENU OF INTERVENTIONS
3
Racetrack
enhancing phonetic recognition, fluency, and word retention. By incorporating timed reading activities, the intervention aims to improve students' ability to quickly recognize and read sight words, contributing to overall reading proficiency.
during the 1-minute timed Racetrack sessions. Error Tracking:
Document any errors made by the student during the reading, helping identify specific words that may require additional attention. Circuit Completion:
Track the number of complete circuits (28 words) the student successfully completes within the allocated time. Reading Racetrack Score Sheet:
Use the score sheet to tally the total
number of correctly read words, record errors, and note any specific words for targeted practice. Error Correction Practice:
Engage the student in error correction activities, ensuring mastery of previously misread words.
Sight Words Flashcards: Single-
Response
Sight Words Recognition / Early reading acquisition skills
Tiers 2&3
The purpose of the Sight Words Flashcards: Single-
Response intervention is to enhance students' recognition
and recall of sight words through repetitive and focused practice. The intervention aims to improve automaticity in identifying sight words, promoting fluency and efficiency in reading. By incorporating flashcards with a single-
response format, the intervention provides a structured and engaging Monitoring progress in this intervention involves key elements: Criterion for Mastery:
Set a specific criterion for mastery, such as the student correctly naming all sight words in the deck three times in a row. Prompted Responses:
The tutor presents each flashcard, prompting the student to look at the word and say it aloud. Monitor the accuracy and speed of the student's responses. Corrective Feedback:
Provide
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MENU OF INTERVENTIONS
4
method to reinforce sight word mastery.
immediate feedback for each response, reinforcing correct identifications and offering corrective guidance for incorrect or hesitated responses. Session Repetition:
After presenting the entire deck, reshuffle the cards, and repeat the session. Track improvements in accuracy and response time across multiple sessions. Transition to New Deck:
When the student attains the mastery criterion, introduce a new deck of five sight words, repeating the procedures to further expand sight word recognition.
M
ATH
I
NTERVENTIONS
Name of Intervention
Specific Subject Area (within math)
What Tiers can
this intervent
ion be used for?
Explain the purpose of this intervention.
How do you monitor progress with this intervention?
Math Computation Intervention: Promote Mastery of Math Facts Through Incremental Rehearsal
https://www.i
nterventionce
Math Facts Computation (Elementary Age Math)
Tiers 1-3
The purpose of the Incremental Rehearsal intervention is to enhance students' fluency and automaticity in basic math facts, focusing on addition, subtraction, multiplication, and division. By systematically pairing known math facts with an increasing collection of Monitoring progress in this intervention involves specific steps: Initial Assessment:
Identify math facts that the student can orally answer correctly within two seconds. These are considered 'known' facts. Unknown Facts Deck:
Create an 'unknown facts' deck with math facts that the student cannot
MENU OF INTERVENTIONS
5
ntral.org/acad
emic-
interventions/
math-facts/
math-
computation-
promote-
mastery-
math-facts-
through-
incremental-
re
unknown facts, the intervention aims to promote quick and accurate
recall of arithmetic combinations. The concentrated practice ensures a high success rate,
building confidence and efficiency in math computation.
answer correctly within two seconds. Known Facts Deck:
Form a 'known facts' deck with a subset of nine cards randomly selected from the known math facts. Daily Review Sessions:
During each session, follow the incremental-rehearsal sequence:
Present an 'unknown' math fact, prompting the student to read and answer it.
Pair the 'unknown' fact with a math fact from the 'known facts' deck, having the student answer
both sequentially.
Gradually expand the review deck by adding more 'known' facts, prompting the student to recall and answer the entire series.
When the review deck reaches a ratio of 90 percent 'known' material to 10 percent 'unknown' material, discard the last 'known' fact added, considering the previously 'unknown' fact
as 'known.'
Introduce a new 'unknown' math fact and repeat the incremental-
rehearsal sequence.
Review Deck Expansion:
Continue expanding the review deck systematically until the student achieves mastery or until
MENU OF INTERVENTIONS
6
time constraints. Discontinuation Criteria:
Daily
sessions are discontinued either based on time constraints or if the student answers an 'unknown'
math fact incorrectly three times.
B
EHAVIOR
I
NTERVENTIONS
Name of Intervention
Specific Behavior to support/ improve
What Tiers can
this intervention be used for?
Explain the purpose of this intervention.
How do you monitor progress with this intervention?
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7
References