 Addition to Daily 5 ◦ More structured ◦ Need data collection  Start additional support for students who may end up in Tier 3  Draws parent attention to the problem

 Figure out what the problem is.  Find an evidence-based intervention ◦ Will allow for best chance at making progress  Will still need a way to progress monitor – can be the same or different from the screener used to identify the problem.  Get the group together

 What Works Clearinghouse ◦  Intervention Central ◦  Michigan State University ◦  Book ◦ Rathvon, N. (2008). Effective school interventions: Evidence based strategies for improving student outcomes (2 nd ed). New York, NY: The Guilford Press.

 Baseline ◦ Need 3 points to get a trend line (Brown-Chidsey & Steege, 2010)  Goal setting ◦ Find charts that list the realistic and ambitious goals  Use the data to inform your decisions ◦ Four-point rule – if four points are above the goal, increase the goal, if below the goal, modify the intervention.

 At least one assessment per week  How to graph data ◦ Chart Dog: resources/graph-maker-free-online resources/graph-maker-free-online ◦ CBM Focus: ◦ Microsoft Excel

 Lily has always had trouble with site words. She is in second grade and failing. What intervention would you give?  Mike still counts on his fingers for addition problems and has no idea how to solve subtraction problems. You are supposed to be starting multiplication tomorrow. What would you do?

 Eric has difficulty with comprehension, so he was administered Maze Passages. His baseline scores for days 1, 2, and 3 were 2, 6, and 4. He was assessed twice per week. First week he got a 5, 3. Second week 4, 5. ◦ Graph it and figure out what should happen next.

 Brown-Chidsey, R. & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Effective Practice-Second Edition. New York, NY. The Guilford Press.  Fuchs, L. S. & Fuchs, D. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1),