# data[].attributes.body
Overall, this article was very enlightening. For secondary students, reading interventions are very important. Our school has many interventions in place for the lower elementary students. The upper elementary and high school needs continued support in the area of reading. It can be difficult at this age to motivate and engage students in reading, but I liked how this article offered helpful suggestions.  Scheduling time for these reading interventions can be a challenge as well, but this article had a few options such as setting up after-school programs or postponing elective courses until they've exited their intervention.  This still seems daunting to fit in 17 minutes everyday, but if we make plans with everyone involved, it could make it more efficient.
Kayli Hareldson

# data[].attributes.body
As I read through this document I noticed how everything was laid out regarding the expectations of the Model Plan.
It was interesting how they identified the Core Instruction that needs to be in the classroom and the indicators or rather the roles of Interventions 1, 2, 3.
I also found that reading proficiency develops over time, and students of all abilities need sustained and intentional reading instruction. Which is mention in the rings were Reading Power book and that is that all reading instruction should be intention and guided for student growth.
I enjoyed reading about student choice and how it is important that students have a choice in their reading. That the reading be relevant and interest  based.

The groupings I also thought were interested because I felt that some of the groups were too large to assist students especially in Tier III.

My biggest Ah-Ha is how these interventions that are laid out at data driven and the coincide with the Model Plan of Motivation and Engagement, Comprehension, Vocabulary Expansion and Word recognition, analysis, and fluency. In addition, I also appreciated how the plan states that there are two things to clearly understand and identify students needs and those are the essential components of interventions and in district staff/faculty preparation.

Silvia Vasquez

# data[].attributes.body
I really liked the idea of the flexibility in scheduling and prioritizing literacy. A lot of times in our schools, we don't make sure we are spending enough time in reading. When you look at all the tasks required...i.e. vocab, comprehension,....it takes quite a bit of time to accomplish all this, as well as time to prepare for making sure we are teaching each child differently to meet needs. Time is always of the essence, and using it effectively takes planning with all involved. Also, school districts should be gearing their professional development towards literacy training to give teachers more tools to differentiate instruction and monies to pay for these tools.

# data[].attributes.headline
A large chunk of the model plan was devoted to an adolescent’s motivation and engagement.  This seems like a huge undertaking for secondary educators.  What kind of an intervention can move students from left to right on the outcome list?!  How can you create a SMART goal that can cover that many components of motivation and engagement?!   To me, it appears to be very abstract and not black and white, unlike creating an intervention for a student who needs reading fluency support.  I did, however, make a connection to the section that discussed scheduling considerations for the interventions.  The bullet point that suggested “gender-specific groups” made me think of my experience in high school PE class.  I was never an athlete.  In elementary and middle school, I did not have the motivation to be the best runner or high jumper.  I groaned every time physical fitness testing came around because I had a fixed mindset that I was never going to be close to the standard fitness level for my age group.  Then, when I entered high school, PE class was scheduled according to gender-specific groups.  I remember a new type of competitiveness when it came to floor hockey or diving.  I was actually trying the activities and… (drum roll, please) I enjoyed it!  This connection makes me think that perhaps a separate room of females and males during interventions, (or even during core instruction!), could help motivate and engage our readers to “bridge the gap.”  It’s worth a shot!

# data[].attributes.subject
A large chunk of the model plan was devoted to an adolescent’s motivation and engagement.  This seems like a huge undertaking for secondary educators.  What kind of an intervention can move students from left to right on the outcome list?!  How can you create a SMART goal that can cover that many components of motivation and engagement?!   To me, it appears to be very abstract and not black and white, unlike creating an intervention for a student who needs reading fluency support.  I did, however, make a connection to the section that discussed scheduling considerations for the interventions.  The bullet point that suggested “gender-specific groups” made me think of my experience in high school PE class.  I was never an athlete.  In elementary and middle school, I did not have the motivation to be the best runner or high jumper.  I groaned every time physical fitness testing came around because I had a fixed mindset that I was never going to be close to the standard fitness level for my age group.  Then, when I entered high school, PE class was scheduled according to gender-specific groups.  I remember a new type of competitiveness when it came to floor hockey or diving.  I was actually trying the activities and… (drum roll, please) I enjoyed it!  This connection makes me think that perhaps a separate room of females and males during interventions, (or even during core instruction!), could help motivate and engage our readers to “bridge the gap.”  It’s worth a shot!

# data[].attributes.body
Tara Holmen

# data[].attributes.body
I feel like we are failing our students, especially at the school I teach at. The statement that stuck out the MOST was "for every grade level students are behind their peers, 17 minutes per day of intentional, intensive reading intervention is needed to close the gap and accelerate academic achievement." One particular student sticks out in my head who came to my classroom the first day and couldn't read simple directional words. This student is at a first grade reading level in 5th grade. If I am correct, that means he would need 68 minutes per day of intense reading intervention. He is getting around 30 minutes every other day. This is what I meant when we are failing our kids. Going along with this, when a text is "too hard" or "above grade-level" students become disinterested right away. This is why as a teacher we need to have give students a choice in the text they are reading, that it is at their independent reading level and that they are able to either give an oral or written response to the text.

# data[].attributes.body
The 17 minutes of intervention time for every grade level below peers just reinforces that just because the kids are getting older doesn't mean they need less reading help. Our 6th graders who are struggling to read at a 3rd grade level (or lower) need a lot more intervention time than a 1st grader. That also means that we need a lot more people and resources to be supporting the older kids. In our district this is backwards, with more resources for the elementary students and little to none at the 4th-12th level
Rachael Burt

# data[].attributes.body
I thought the Tiered Model break down was interesting. I knew there were different tiers but was not 100% sure what each category was. I sort of felt like it varied a bit depending on the district.
The other Ah - ha moment was the in the options for scheduling time for interventions. I love the "catch up" time! When I think about my students that need help they are also the students who would benefit from some extra more individualized attention from an adult. I feel the catch up time could serve dual purposes.

# data[].attributes.body
Ah-ha: For every grade level a student is behind their peers, they need 17minutes a day of intentional, intensive reading interventions to close the gap and accelerate their academic achievement. It a student is 3 grade levels behind that is 51 minutes of intervention time.

I knew it: The purpose of interventions are not to prepare our students for standardized tests. Interventions are designed to help our students close their learning gaps so they are successful learners.
AND
Interventions are an additional learning time for my students receiving other services such as special education. This is not currently happening! My students are missing out on 60 extra minutes of learning a week. This will be different next year.
Christy Noble

# data[].attributes.headline
I thought it was interesting that students should be getting intervention time besides Title, MRC, or Special Education services along with CORE instruction.  It was also noted that students should not be missing the CORE instruction times, yet in our district this is still happening at times.  I also found it interesting that struggling students should be getting more guided reading time, than working on specific skills.    

# data[].attributes.subject
I thought it was interesting that students should be getting intervention time besides Title, MRC, or Special Education services along with CORE instruction.  It was also noted that students should not be missing the CORE instruction times, yet in our district this is still happening at times.  I also found it interesting that struggling students should be getting more guided reading time, than working on specific skills.    

# data[].attributes.body
Angela Forland

# data[].attributes.body
After reading this assignment my 'Ah ha Moment' was that Kingsland should rethink their TIERS. Right now Tier 1 is core instruction and Tiers 2 and 3 are Title 1 and Special Education. In a perfect world we could rethink our Tiers and implement more intervention times for those students in need of the support. I know we don't have all of the time or the resources at this time but something to think about in the future.

# data[].attributes.headline
I really liked the idea of having the special education teacher work with the reading teacher to help the students with their reading together. I know it mentioned this when talking about ESL students but I think it is a great idea for all special education students. The reading teachers have the most knowledge about teaching reading and could share a lot of great ideas to help the students with their PA skills. 

# data[].attributes.subject
I really liked the idea of having the special education teacher work with the reading teacher to help the students with their reading together. I know it mentioned this when talking about ESL students but I think it is a great idea for all special education students. The reading teachers have the most knowledge about teaching reading and could share a lot of great ideas to help the students with their PA skills. 

# data[].attributes.body
I currently have my students grouped by their overall reading level (above level, below level, and on level). I have failed to consider where each students falls in all of the categories of reading: motivation, comprehension, vocabulary, and fluency. Focusing on the specific needs in each of the categories will help each of my students get what they need to be better readers. Before reading this article, I never considered splitting up my students based on where they fall in each category.