MENU OF INTERVENTIONS 1
Menu of Interventions
Cassandra Freeman
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to . Email:
MENU OF INTERVENTIONS 2
Menu of Interventions
READING INTERVENTIONS
Name of
Intervention
Specific
Subject Area
(within
reading)
What Tiers
can this
intervention
be used for?
Explain the
purpose of this
intervention.
How do you monitor
progress with this
intervention?
close reading Close reading
can be used
when reading
informational
text for the
students to
make a
connection to
the reading.
Close reading
instruction can
be used in Tier
1, 2, and 3
interventions.
Close reading is
typically used
with more
complex
readings where a
student reads the
text multiple
times (Buckle,
2023). Each time
a student reads
the text their
understanding
deepens (Buckle,
2023).
Close reading progress is
monitored through
observations and
interviews. After the first
reading, the teacher could
ask students questions to
create a baseline for the
students understanding
(How can school
personnel use data to
make instructional
decisions? 2023). After
each time the student
completes a round of
close reading the teacher
can ask the same
question and document
their responses to show
growth in understanding
(How can school
personnel use data to
make instructional
decisions? 2023).
Graphic
organizers
Graphic
organizers can
be used in the
pre-writing
process
(Buckle, 2023).
Graphic
organizers can
be used in Tier
1,2, and 3
interventions.
The purpose of a
graphic
organizer is so
students can
organize their
thoughts, and
readings, as well
as take notes
Students can turn in the
graphic organizer to the
teacher so the teacher can
see where the student is
with the organization in
their pre-writing.
MENU OF INTERVENTIONS 3
(Buckle, 2023).
repeated
reading
Repeated
reading can
help students
with oral
reading fluency
(Buckle, 2023).
Repeated
reading can be
used in Tier 2
and 3
interventions.
Repeated reading
is where a
student and
teacher sit in a
quiet room and
read a passage
aloud a
minimum of
three times
(Buckle, 2023).
The passage
should consist of
a minimum of 50
words and a
maximum of 200
words (Buckle,
2023). If and
when a student
misreads a word
or hesitates for
more than five
seconds, the
teacher models
the word aloud
for the student
and the student
then repeats the
word back to the
teacher (Buckle,
2023). If a
student requests
help with a
word, again the
teacher models
the word or
offers a
definition to help
the student
The teacher can keep a
copy of the passage and
mark when a student
hesitates, misreads, or
requests help. The
teacher should keep a
copy of each reading.
There should be three
trials per session.
MENU OF INTERVENTIONS 4
figure out the
word on their
own (Buckle,
2023). The
student and
teacher read the
passage until the
student achieves
a satisfactory
fluency level for
the grade level
that the student
is currently in
(Buckle, 2023).
MENU OF INTERVENTIONS 5
MATH INTERVENTIONS
Name of
Intervention
Specific
Subject Area
(within math)
What Tiers can
this intervention
be used for?
Explain the purpose
of this intervention.
How do you
monitor
progress with
this
intervention?
Math Fact
Fluency
Math Fact
Fluency helps
students
understand
basic math
facts at a fluent
level.
Math Fact
Fluency can be
used in Tier 1
and 2
interventions.
Math Fact Fluency is a
way to help students
build up their fluency
with basic math facts
through addition,
subtraction,
multiplication, and
division.
In order to
progress monitor
Math Fact
Fluency the
teacher could use
observation with
documentation.
The teacher
could also use
entrance tickets/
exit tickets to
track progress
with students.
Place Value Place Value
helps students
understand
place value.
Place Value can
be used in Tier 2
intervention.
Place Value
intervention would be
used to help students
understand place
value. Students may
use manipulatives to
build numbers, such as
base 10 blocks
(Buckle, 2023).
Teachers could
use observation
along with
documenting the
observation to
track students'
progress.
iReady online
program
computation iReady can be
used in Tier 1
and 2
intervention.
The purpose of this
intervention is to meet
students where they
currently are to help
bring them up to grade
level. This is a great
tool for differentiation
because a baseline test
is administered and
Progress
monitoring can
be done through
lots of different
means. You can
set up grade-
level benchmark
tests to see where
students are at
MENU OF INTERVENTIONS 6
then the lessons are
designed based on
where the student has
scored for different
domains.
different times
throughout the
year. You can
also do progress
monitoring
through lesson
completion and
passage. All of
these reports can
be printed or
stored
electronically.
MENU OF INTERVENTIONS 7
BEHAVIOR INTERVENTIONS
Name of
Intervention
Specific
Behavior to
support/
improve
What Tiers can
this
intervention be
used for?
Explain the purpose
of this intervention.
How do you
monitor
progress with
this
intervention?
Self Talk
Superhero
Self Talk
Superhero is
used for
positive
thoughts/wo
rds during a
challenging
situation
(Buckle,
2022).
Self Talk
Superhero is
used for Tier 1,
2, and 3
interventions.
The purpose of Self
Talk Superhero is to
allow students to use
positive self-talk
during challenging
situations (Buckle,
2022).
In order to
monitor Self
Talk Superhero
we would have
to do
observations,
check-ins,
reflections, and
other chats with
students about
when a time was
challenging for a
student. We
would have to
ask the question
if students found
thinking about
their tiny
superhero on
their shoulder
helpful or not
and if not what is
their reasoning
behind it.
parent
communication
Parent
communicat
ion can be
used for lots
of
behaviors. I
would
Parent
communication
is a Tier 1
intervention.
The purpose of this
intervention is to
inform parents of
either the negative
behavior or the
positive praise you are
giving their child
A great way to
monitor this
progress is
through sending
emails to parents.
That way you
have a “paper
MENU OF INTERVENTIONS 8
suggest
whatever
behavior
you are
trying to
eliminate in
your
classroom is
the one that
you use this
intervention
for.
(Fredrick, 2023). trail”
documenting
either the
continuation of
the unacceptable
behavior or the
elimination of it
(Fredrick, 2023).
Cooldown
Process
This
Cooldown
Process
supports
when a
student
starts to
become
upset.
Cooldown
Process can be
used for Tier 1,
2, and 3.
The purpose of the
Cooldown Process is a
chance for students to
recognize the feelings
they are having while
getting upset and a
chance to cool down
before it escalates
(Jones, 2023).
There needs to
be
documentation to
help with the
cooldown
process. This
documentation
could be a piece
of paper that has
questions on it
that ask “what
are your feelings,
what caused you
to feel this way,
what could help
make you calm
down” (Jones,
2023). If you
want to create an
electronic copy
have the student
fill it out on
google form.
This way you
can help a child
that becomes
triggered in the
MENU OF INTERVENTIONS 9
situation that is
causing the
triggering to
happen.
MENU OF INTERVENTIONS 10
References
Buckle, J. (2022, August 23). 6 effective interventions for social-emotional learning.
Panorama Education. https://www.panoramaed.com/blog/effective-interventions-
for-social-emotional-learning
Buckle, J. (2023, March 1). Small-group interventions for reading, math, and SEL:
Panorama Education. Small-Group Interventions for Reading, Math, and SEL |
Panorama Education. https://www.panoramaed.com/blog/small-group-
intervention-menu-planning-sheets-templates
Fredrick, L. (2023, May 24). 5 PBIS interventions for tier 1 to use in your district Today.
Panorama Education. https://www.panoramaed.com/blog/tier-1-pbis-interventions
Gersten, R. M. (2009). Assisting students struggling with mathematics: Response to
intervention (RTI) for elementary and middle schools. U.S. Dept. of Education,
Institute of Education Sciences, National Center for Education Evaluation and
Regional Assistance.
How can school personnel use data to make instructional decisions?. IRIS Center.
(2023a). https://iris.peabody.vanderbilt.edu/module/dbi2/cresource/q2/p03/
MENU OF INTERVENTIONS 11
How is high-quality instruction integrated into the RTI approach?. IRIS Center. (2023b).
https://iris.peabody.vanderbilt.edu/module/rti03/cresource/q4/p10/#content
Jones, S. (2023). 15 social-emotional learning interventions: Panorama Education. 15
Social-Emotional Learning Interventions | Panorama Education.
https://go.panoramaed.com/15-sel-interventions
Place-value concepts - intensive intervention. (2015).
https://intensiveintervention.org/sites/default/files/Place-Value_Concepts_508.pdf
Repeated reading. WWC | Repeated Reading. (2014).
https://ies.ed.gov/ncee/wwc/Intervention/759
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse
classrooms. ASCD.
