How to Create A Goal And A Program:
1) Obtain student data: NWEA; DIBELS: Rapid Letter Naming, Initial Sound Fluency, Phoneme Segmentation, Independent Reading Fluency Score; DRA; AR Independent Math Facts level; AR Independent Comprehension/Reading Level, or any other District or Grade level assessment that may be important.
2) Review your student baseline according to NWEA on the DesCartes chart (link provided on the Smart Goals page of this website).
3) Compare the student current baseline level with the next level of DesCartes.
4) Plan learning opportunities for your student to practice the DesCartes objectives.
*If you do not have NWEA data or it isn't an accurate measure of the student you can still use DesCartes charts but you have to determine the baseline using other assessments that show what the current level is for your student.*
Congratulations! You have determined a baseline and have a direction / next step.
Gathering Materials:
Computer Intervention Programs and On-line Resources:
Essential Skills Don Johnston Software - Write Out Loud and Read Out Loud
Raz-Kids World Book Online
Star Falls Newsela.com
Compass Learning Readworks.org
Storyrobe app
Storykit app
Printed Intervention Programs:
-Reading
Sound Partners (1:1 Reading Lessons with teacher, I/A, volunteer)
HM Alphabet Chart (touch each letter, say the name, say an example, say the sound, "A, apple, sound, sound, sound)
Primary Phonics
Voyager Passport
Read Naturally
HM Reading Toolkit: phonemic awareness, comprehension and fluency leveled lessons
Phonics for Readers: Level 1 short vowels, Level 2 vowel pairs, Level 3 compound words
Florida Literacy Project: 30+ scripted and paced lessons in: phonological awareness, decoding, comprehension, and fluency
Out of grade level HM materials: review grade level CC standards and share materials from a teacher at that grade level
-Math
AR Math Facts
Compass Learning (RSP Learning Paths found in "archive")
Math Resources on the District MBC site
Number Talks
Progression of math literacy outline found under Smart Goal Resources on this webpage. (While this is not an intervention on it's own, it will give you ideas on the types of activities to plan for.)
Bringing It All Together:
1) Review the DesCartes cart and the intervention material you have chosen.
2) Select one intervention program in each area of need: reading and/or math and prepare the student material in a binder or folder.
3) Plan the time for your intervention *this tends to be the most difficult step*:
UA intervention time
Student peer tutor
I/A, volunteer, student teacher
Class time to pull your student and other students that may be at a similar level or could be good peer role models.
Intervention groups should be as small as possible to be intensive. This is not the time for an eight student group.
You may be doing a whole class routine like Daily Five and you have a small group for 15-20 minutes.
You may have students working at the computer lab and you can pull a small group on the carpet in the lab.
Sound Partners is 1:1 for 10 minutes, it is a quick lesson.
How Do You Know Your Interventions Are Working?
Compare NWEA scores.
Progress Monitor with DIBELS, DRA, AR Comprehension, AR Math Facts, Running Records, San Diego Quick.
Use the same measures to progress monitor as you used in the Creating a Program stage to determine the baseline.
Informal measures of time on task, improved behavior, motivation, interest in learning.
You should start to see results within a few weeks. If you do not, you may need to go back to Gathering Materials stage and consider trying different intervention materials, increase the time, or reduce the number of students in the group.
"Whatever you can do, or dream you can, begin it. Boldness has genius, power and magic in it." - Goethe
1) Obtain student data: NWEA; DIBELS: Rapid Letter Naming, Initial Sound Fluency, Phoneme Segmentation, Independent Reading Fluency Score; DRA; AR Independent Math Facts level; AR Independent Comprehension/Reading Level, or any other District or Grade level assessment that may be important.
2) Review your student baseline according to NWEA on the DesCartes chart (link provided on the Smart Goals page of this website).
3) Compare the student current baseline level with the next level of DesCartes.
4) Plan learning opportunities for your student to practice the DesCartes objectives.
*If you do not have NWEA data or it isn't an accurate measure of the student you can still use DesCartes charts but you have to determine the baseline using other assessments that show what the current level is for your student.*
Congratulations! You have determined a baseline and have a direction / next step.
Gathering Materials:
Computer Intervention Programs and On-line Resources:
Essential Skills Don Johnston Software - Write Out Loud and Read Out Loud
Raz-Kids World Book Online
Star Falls Newsela.com
Compass Learning Readworks.org
Storyrobe app
Storykit app
Printed Intervention Programs:
-Reading
Sound Partners (1:1 Reading Lessons with teacher, I/A, volunteer)
HM Alphabet Chart (touch each letter, say the name, say an example, say the sound, "A, apple, sound, sound, sound)
Primary Phonics
Voyager Passport
Read Naturally
HM Reading Toolkit: phonemic awareness, comprehension and fluency leveled lessons
Phonics for Readers: Level 1 short vowels, Level 2 vowel pairs, Level 3 compound words
Florida Literacy Project: 30+ scripted and paced lessons in: phonological awareness, decoding, comprehension, and fluency
Out of grade level HM materials: review grade level CC standards and share materials from a teacher at that grade level
-Math
AR Math Facts
Compass Learning (RSP Learning Paths found in "archive")
Math Resources on the District MBC site
Number Talks
Progression of math literacy outline found under Smart Goal Resources on this webpage. (While this is not an intervention on it's own, it will give you ideas on the types of activities to plan for.)
Bringing It All Together:
1) Review the DesCartes cart and the intervention material you have chosen.
2) Select one intervention program in each area of need: reading and/or math and prepare the student material in a binder or folder.
3) Plan the time for your intervention *this tends to be the most difficult step*:
UA intervention time
Student peer tutor
I/A, volunteer, student teacher
Class time to pull your student and other students that may be at a similar level or could be good peer role models.
Intervention groups should be as small as possible to be intensive. This is not the time for an eight student group.
You may be doing a whole class routine like Daily Five and you have a small group for 15-20 minutes.
You may have students working at the computer lab and you can pull a small group on the carpet in the lab.
Sound Partners is 1:1 for 10 minutes, it is a quick lesson.
How Do You Know Your Interventions Are Working?
Compare NWEA scores.
Progress Monitor with DIBELS, DRA, AR Comprehension, AR Math Facts, Running Records, San Diego Quick.
Use the same measures to progress monitor as you used in the Creating a Program stage to determine the baseline.
Informal measures of time on task, improved behavior, motivation, interest in learning.
You should start to see results within a few weeks. If you do not, you may need to go back to Gathering Materials stage and consider trying different intervention materials, increase the time, or reduce the number of students in the group.
"Whatever you can do, or dream you can, begin it. Boldness has genius, power and magic in it." - Goethe