Targeted Reading Intervention Rotations Using Screening Data

At Benchmark

52% 71%

+37%

Tier 2→1 Movement

18% 42%

+133%

Group Effectiveness Score

N/A 3.8/5

New

Symptom

Mid-year screening data showed 48% of K-3 students were below benchmark in reading. Intervention existed but was scattershot — students were grouped by classroom rather than by skill deficit. Some students were getting phonics intervention when their gap was fluency. Teachers reported that intervention time felt wasted because groups were too heterogeneous.

People

The literacy coach redesigned the intervention model with input from grade-level teams. Team: - Literacy coach — Data analysis, group formation, progress monitoring - K-3 teachers — Intervention delivery during rotation blocks - Two reading interventionists — Targeted small-group instruction - Principal — Schedule adjustments to protect intervention time

Data

Screening data was imported from the assessment platform and displayed on a data wall alongside skill-level detail (phonemic awareness, phonics, fluency, comprehension). Students were grouped by specific deficit, not overall score. Progress was monitored biweekly using brief progress measures logged as factor data. Groups were regrouped every 6 weeks based on current data.

Plan

A 30-minute daily intervention block was built into the master schedule for K-3. During this block, all students rotated through stations — some received targeted intervention, others did enrichment. Grouping rules: - Maximum 5 students per intervention group - Grouped by specific skill deficit (not reading level) - Groups reviewed and reformed every 6 weeks using current screening data - Students who reached benchmark moved to enrichment; new students moved in The data wall showed each student's current group, skill target, and progress trajectory. Teams reviewed this at their biweekly data meeting.

Resources

Skill-Based Grouping Template

Spreadsheet for mapping students to skill groups