Chippewa Falls Area Unified School District

Approved Interventions

Reference Chart of Math Interventions for Elementary

INTERVENTION	FOCUS OF THE INTERVENTION	GRADE TARGET	PROGRESS MONITOR	PROGRAM RECOMMENDED DURATION	FREQUENCY	RESEARCH AND SOURCES	STUDENT TEACHER RATIO	PLACEMENT TEST
Bridges Preteach/Reteach	Individual Skill deficits	Grades K-5	Determined by (SST/Data) team	(8-10 weeks team conversation is required)	5 days/week 30 minutes	Research Base for Bridges	1:5	N/A
Add + Vantage Math	Guiding Principles for Classroom Teaching	Grades K-5	Determined by (SST/Data) team	30 minutes (8-10 weeks team conversation is required)	Daily	White Paper by the Math Recovery Council	Small group as determined by the monthly assessment results and/or skill level	Included in the course book
Connecting Math Concepts Individual skill deficits Levels A-F are for K-5 students	Level A: 30-40 minutes structured work and 5-15 minutes independent work	Grades K-5	Determined by (SST/Data) team	(8-10 weeks team conversation is required)	5 days/ week 30 minutes	Best Evidence Encyclopedia by Johns Hopkins University	1:6	Level A
	Level B: 40 minutes structured work and 10 minutes independent work							Level B
	Level C: 50 minutes structured work and 20 minutes independent work							Level C
	Level D: 50 minutes structured work and 20 minutes independent work							Level D
	Level E: 50 minutes structured work and 20 minutes independent work							Level E
Bridges Intervention	Skill Based Grade-Level Recommendation Chart Bridges Intervention Set	Grades K-5	Determined by (SST/Data) team	Based on student universal assessment data (8 weeks team conversation is required.)	5 days/week 30 minutes	Research Base for Bridges	1:6

Recommendations for Progress Monitoring Based on Grade Level

K = Number ID
1st = Decomposing or Number ID
2nd-5th = Math Automaticity and/or CBM Math CAP

Please note that if you have any concern about which progress monitoring tool to use, seek out your school psychologist.

Reference Chart of Elementary Reading Interventions for the

Chippewa Falls Area Unified School District

Reviewed 10/10/2025 by School Psychologists and Reading Specialists

INTERVENTION	FOCUS OF THE INTERVENTION	GRADE TARGET	PROGRESS MONITOR	PROGRAM RECOMMENDED DURATION	FREQUENCY	INSTRUCTION PROVIDED BY	STUDENT TEACHER RATIO
6-Minute Solution or Fastbridge Passages Intervention cannot stand alone to be considered an intensive intervention.	Fluency	Grades 1-6	Only if this is the second layer progress monitor weekly	1 year (study reported results after 24 days) (10-12 weeks team conversation is required.)	6 minutes per day, everyday	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	Whole group Partnerships Small Group Individuals
Phonemic Awareness: Skills That They Need to Help Them Succeed Bridge the Gap Heggerty Intervention cannot stand alone to be considered an intensive intervention.	Phonological Awareness	Grades K-1	determined by (SST/Data) team	5 days a week for 35 weeks (10-12 weeks team conversation)	10-12 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	Whole group or 1:5
	Phonological Awareness	Grades 2-5	determined by (SST/Data) team	5 days a week for 35 weeks (10-12 weeks team conversation)	5-7 minutes		Whole group or 1:5
Read Naturally	Fluency	Any grade as long as they can read 50 words	determined by (SST/Data) team	3-5 sessions per week for 36 weeks (students who are progressed monitored weekly need 10-12 weeks)	30 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Trained Volunteer Interventionist	1:5
Soar to Success	Comprehension	Grades 3-8	Weekly	(10-12 weeks team conversation)	30 to 40 minute Daily Lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist Intern	1:6
Functional Phonics+ Morphology Tier 2	Phonological Awareness Phonics Fluency	Grades K-5	determined by (SST/Data) team	4-5 days per week (10-12 weeks team conversation)	20 to 30 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist	Whole group or 1:6 or less for intensification purposes


Beverly Tyner Intervention	Phonics	Kdgn	determined by (SST/Data) team	26 Lessons	25 minute Daily Lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	1:6
	Fluency Phonics	Stage 1 Emergent Stage 2 Beginning Stage 3 Fledging Stage 4 Transitional Stage 5 Independent		(10-12 weeks team conversation regardless of stage)	30 minute Daily Lesson
	Fluency	Intervention Evolving Maturing Advanced		(10-12 weeks team conversation regardless of stage)	30 minute Daily Lesson
UFLI	Phonological Awareness Phonics	Grades K-5	determined by (SST/Data) team	(10-12 weeks team conversation)	20-30 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern Volunteer	Manual pg. 33-36 Whole Group Small Group 1 to 1
Wilson Just Words	Phonics	Grades 4-5 must be in the 15th-30th percentile on the WIST	Weekly	(10-12 weeks team conversation)	30 minutes 5 times a week	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist	1:5
Reciprocal Teaching	Comprehension	Grades 1-5	Weekly	(10-12 weeks team conversation)	30 minute Daily lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist Intern	1:5
Reading Mastery	Phonics	K-5	Weekly	12 weeks (10-12 weeks team conversation)	30 minute Daily lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist	1:4
Sound Partners	Phonics	Kdgn	Weekly	20 weeks (10-12 weeks team conversation)	30 minute Lesson 4 days a week	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	1:1 or 1:2
Sound Partners	Phonics	First Grade	Weekly	25-28 weeks (10-12 weeks team conversation)	30 minute Lesson 4 to 5 days a week		1:1 or 1:2

2024-2025 Benchmark Assessment Guide (This includes which probes to use during progress monitoring.)

Intervention Clarification

The second intervention for a student can be the same as the first intervention; however, the second intervention must have a change of group ratio, frequency, or duration with that specific program.

Reference Chart of Math Interventions for Elementary

Chippewa Falls Area Unified School District

INTERVENTION	FOCUS OF THE INTERVENTION	GRADE TARGET	PROGRESS MONITOR	PROGRAM RECOMMENDED DURATION	FREQUENCY	RESEARCH AND SOURCES	STUDENT TEACHER RATIO	PLACEMENT TEST
Bridges Preteach/Reteach	Individual Skill deficits	Grades K-5	Determined by (SST/Data) team	(8-10 weeks team conversation is required)	5 days/week 30 minutes	Research Base for Bridges	1:5	N/A
Add + Vantage Math	Guiding Principles for Classroom Teaching	Grades K-5	Determined by (SST/Data) team	30 minutes (8-10 weeks team conversation is required)	Daily	White Paper by the Math Recovery Council	Small group as determined by the monthly assessment results and/or skill level	Included in the course book
Connecting Math Concepts Individual skill deficits Levels A-F are for K-5 students	Level A: 30-40 minutes structured work and 5-15 minutes independent work	Grades K-5	Determined by (SST/Data) team	(8-10 weeks team conversation is required)	5 days/ week 30 minutes	Best Evidence Encyclopedia by Johns Hopkins University	1:6	Level A
	Level B: 40 minutes structured work and 10 minutes independent work							Level B
	Level C: 50 minutes structured work and 20 minutes independent work							Level C
	Level D: 50 minutes structured work and 20 minutes independent work							Level D
	Level E: 50 minutes structured work and 20 minutes independent work							Level E
Bridges Intervention	Skill Based Grade-Level Recommendation Chart Bridges Intervention Set	Grades K-5	Determined by (SST/Data) team	Based on student universal assessment data (8 weeks team conversation is required.)	5 days/week 30 minutes	Research Base for Bridges	1:6

Recommendations for Progress Monitoring Based on Grade Level

K = Number ID
1st = Decomposing or Number ID
2nd-5th = Math Automaticity and/or CBM Math CAP

Please note that if you have any concern about which progress monitoring tool to use, seek out your school psychologist.

Reference Chart of Elementary Reading Interventions for the

Chippewa Falls Area Unified School District

Reviewed 10/10/2025 by School Psychologists and Reading Specialists

INTERVENTION	FOCUS OF THE INTERVENTION	GRADE TARGET	PROGRESS MONITOR	PROGRAM RECOMMENDED DURATION	FREQUENCY	INSTRUCTION PROVIDED BY	STUDENT TEACHER RATIO
6-Minute Solution or Fastbridge Passages Intervention cannot stand alone to be considered an intensive intervention.	Fluency	Grades 1-6	Only if this is the second layer progress monitor weekly	1 year (study reported results after 24 days) (10-12 weeks team conversation is required.)	6 minutes per day, everyday	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	Whole group Partnerships Small Group Individuals
Phonemic Awareness: Skills That They Need to Help Them Succeed Bridge the Gap Heggerty Intervention cannot stand alone to be considered an intensive intervention.	Phonological Awareness	Grades K-1	determined by (SST/Data) team	5 days a week for 35 weeks (10-12 weeks team conversation)	10-12 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	Whole group or 1:5
	Phonological Awareness	Grades 2-5	determined by (SST/Data) team	5 days a week for 35 weeks (10-12 weeks team conversation)	5-7 minutes		Whole group or 1:5
Read Naturally	Fluency	Any grade as long as they can read 50 words	determined by (SST/Data) team	3-5 sessions per week for 36 weeks (students who are progressed monitored weekly need 10-12 weeks)	30 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Trained Volunteer Interventionist	1:5
Soar to Success	Comprehension	Grades 3-8	Weekly	(10-12 weeks team conversation)	30 to 40 minute Daily Lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist Intern	1:6
Functional Phonics+ Morphology Tier 2	Phonological Awareness Phonics Fluency	Grades K-5	determined by (SST/Data) team	4-5 days per week (10-12 weeks team conversation)	20 to 30 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist	Whole group or 1:6 or less for intensification purposes


Beverly Tyner Intervention	Phonics	Kdgn	determined by (SST/Data) team	26 Lessons	25 minute Daily Lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	1:6
	Fluency Phonics	Stage 1 Emergent Stage 2 Beginning Stage 3 Fledging Stage 4 Transitional Stage 5 Independent		(10-12 weeks team conversation regardless of stage)	30 minute Daily Lesson
	Fluency	Intervention Evolving Maturing Advanced		(10-12 weeks team conversation regardless of stage)	30 minute Daily Lesson
UFLI	Phonological Awareness Phonics	Grades K-5	determined by (SST/Data) team	(10-12 weeks team conversation)	20-30 minutes	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern Volunteer	Manual pg. 33-36 Whole Group Small Group 1 to 1
Wilson Just Words	Phonics	Grades 4-5 must be in the 15th-30th percentile on the WIST	Weekly	(10-12 weeks team conversation)	30 minutes 5 times a week	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist	1:5
Reciprocal Teaching	Comprehension	Grades 1-5	Weekly	(10-12 weeks team conversation)	30 minute Daily lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist Intern	1:5
Reading Mastery	Phonics	K-5	Weekly	12 weeks (10-12 weeks team conversation)	30 minute Daily lesson	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Interventionist	1:4
Sound Partners	Phonics	Kdgn	Weekly	20 weeks (10-12 weeks team conversation)	30 minute Lesson 4 days a week	Reading Specialist Classroom Teacher Special Ed. Teacher Title 1 Teacher ELL Teacher Instructional Assistant Paraprofessional (EA) Interventionist Intern	1:1 or 1:2
Sound Partners	Phonics	First Grade	Weekly	25-28 weeks (10-12 weeks team conversation)	30 minute Lesson 4 to 5 days a week		1:1 or 1:2

2024-2025 Benchmark Assessment Guide (This includes which probes to use during progress monitoring.)

Intervention Clarification

The second intervention for a student can be the same as the first intervention; however, the second intervention must have a change of group ratio, frequency, or duration with that specific program.

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