How do we determine who needs a reading intervention (a.k.a. Tier II)?
There are two things that help us determine which students are in need of some assistance with reading skills; testing and teacher recommendation.
The schools in our district have two major reading screening tests to check students on reading skills. The first of which is called the DIBELS test. This test evaluates several reading skills including some phonics skills and reading fluency. There are several subtests done with each child and each test is timed for one minute. The DIBELS test is administered three times per year. The DIBELS test has set benchmarks students must meet to be considered "on-level". For students below or close to the benchmark, we monitor their progress a few times each month to check for progress using DIBELS progress monitoring. Click this link for more information: DIBELS.
We also give students a Core Phonics test. This test is not timed and is an inventory of basic phonics skills students should have mastered by the end of each grade level (K-3). The Core Phonics test is administered in the middle and at the end of each school year. We expect that students will at least be to the 50% mark of the grade level skills mid-year, and at 100% by the end of the year.
Another test that helps us figure out how a reader is doing with reading skills is the SRI test. This test determines a student's Lexile Level and is a helpful test to see how students are doing with Reading Comprehension. See the attached document for a brief explanation of Lexile Scores and the goals for students within each grade level.
There are other tests we may use to determine student's reading skills. These are typically in-program testing (see the "Interventions" page). In-class testing results may help provide us useful information about a student's skills as well. This leads us to our other way to determine if intervention is needed in reading...
Teachers can refer a student for a reading intervention whenever they see a concern. Teachers also meet with the principal and reading facilitator three times per year to discuss and evaluate the interventions their students are getting, and discuss other students that may need interventions. These meetings are called ILPs (Individual Learning Plans). In our ILP meetings, we look at each student receiving a reading intervention, evaluate the current plan, and make changes as needed. During this meeting, teachers also share how the students are performing in the Language Arts core instruction given to the whole class.
Our interventions are typically done small group and target specific reading skills your student has a deficit in. These small groups are taught by highly trained para-professionals and are overseen by the reading facilitator. For more information on interventions, see the "Interventions" page.