Personalized Intervention: The T.I.D.E. Model
Part I: Intro To The T.I.D.E. Model
What’s the T.I.D.E. model? It’s a personalized intervention model that fosters and supports accelerated growth, for which there are four components.
T(arget): Data, Assessment
I(ntervene): Guided Reading, R.T.I.
D(evelop/Reinforce): Fluency, Vocabulary, Social Skills
E(nhance/Advance): Subject Area, Vocabulary, Leadership
It’s not a random idea. It came from a necessity to improve the intervention process.
Part II: The Origin of T.I.D.E.
At the end of the 2nd nine weeks, It became apparent that my kid’s Daily Number(Math Reinforcement) wasn’t having the desired effect. It settled my scholars into the school day but wasn’t growing them.
Through some brainstorming, I became resolute to differentiate morning work by basing activities off student need, not routine.
Toward the end of Winter Break, I initiated a 5-Part Intervention/Improvement/Advancement method-as the differentiated morning work had organically produced a new model: T.I.D.E.
Figure 1.1: Traditional R.T.I. Model vs T.I.D.E. Model
| Math | Reading | Math | Phonics/Reading/Writing |
| 20 Minutes | 20 Minutes | 20-30 Minutes | 20-70 Minutes |
Extrapolated, the traditional model provides kids 90-100 minutes of intervention in a select subject weekly. In the T.I.D.E. Model, though, they can work on a deficiency for up to five hours weekly.
Figure 1.2: Target(Data Template)
Part III: Data Gathering For T.I.D.E.
To gather data, I used T.P.R.I., anecdotal notes and DRA. Once that information was collected, the level of intervention or advancement was broken down into four standards.
Blue: Masters
Orange: Proficient
Yellow: Approaches(Some Intervention Needed)
Red: Does Not Meet( Severe Intervention Needed)
Then, I placed each child into Intervene, Develop or Enhancement track. That was even separated by skill. So, for example, a child may need intervention in one skill but enhancement in another.
Figure 1.3: Intervene
As you can see, intervention is determined by skill, not a set designation.
Figure 1.4: Enhance/Advance
Only certain kids were in a place to be enhanced/advanced. Kids who were proficient with 2nd grade vocabulary would do 3rd grade vocabulary activities. On the same token, above-level kids would do activities to encourage higher-order thinking skills.
Part IV: Implementation Of T.I.D.E.
After the individual tiers were created, each child received a daily schedule.
An Example Of A Daily Schedule
Morning (10 Minutes)
- Fluency Practice
Guided Reading (10 Minutes M, T, W, Fr)
- Support With Comprehension
T.I.D.E. Time (40 Minutes M, T, W, F)
- Short Group: Targeted Guided Reading
- Math Reinforcement
At-Home (20 Minutes Daily)
- Comprehension Book
- Spelling Book/Fluency Practice
- Independent Reading
Since the beginning of the year, my kids have been completing their at-home work, but I needed to make sure the morning work, guided reading and T.I.D.E. Time ran smooth for the intervention process to have the sought-after outcome.
Morning Work
As a former principal once told me, though, you only can focus on one piece at a time. So, I concentrated on Morning Work first.
To get the kids used to the differentiated activities, I gave to them from day one of the semester.
My logic: It takes about a week for kids to get accustomed to a new routine. Surprisingly, my kids adjusted in about three days. There was one morning where the first five kids entering the room were doing five different types of exercises. I loved it.
Guided Reading
I’d been doing guided reading all year, but I wanted to be more intentional about the way I did it. Understanding where my kids were at, I separated my students into five groups.
Red Group: Decoding, Phonics Instruction to Fluency.
Orange Group: Decoding to Supporting Comprehension.
Yellow: Support Comprehension to Analyze/Evaluate Text.
Green: Higher-Order Thinking.
Blue: Higher-Order Thinking.
Instead of waiting for testing to conclude, I started guided reading the 2nd week of the 3rd nine weeks.
With my structure, every child got at least 30 minutes weekly, even the above-level kids.
T.I.D.E. Time
Finally, I re-purposed intervention time from groupings to a personalized learning track. That didn’t begin for a few weeks but once it did, the kids locked into it.
To signify T.I.D.E. time, I’d say: What time is it?
Kids would respond: T.I.D.E. Time!!!
Slowly but surely, my intervention method was running like a fine-oiled machine.
Part V: End Result Of T.I.D.E.
On the last week of the 3rd nine weeks, I re-tested my kids on the key skills: decoding, encoding, fluency and independent reading level.
The classroom theme of the week matched the seriousness of assessments: “Let The Results Speak.”
And they truly did.
Word Reading (Decoding)
Only certain kids tested on Word Reading—as many of my kids were already proficient in that area. There were some glows, though.
- One child improved 40 to 70 percent
- Another improved from 45 to 65 percent
- A third child improved from 65 to 80 percent
Encoding (Spelling)
The whole class was tested on spelling. There were several glows in this area, too.
- One child improved from 45 to 80 percent
- A second improved from 55 to 80 percent
- A third improved from 20 to 50 percent
Fluency
Only one word describes the improvement in this area: explosion.
- One child, who was already reading 135 words per minute(5th grade-level), read 165 words per minute.
- A second child improved from 99 wpm to 124
- A third improved from 94 wpm to 132
- A fourth child improved from 28 wpm to 75
Independent Reading Level
I was floored by the increase in my kids’ reading level.
- One child went from an L to an O
- A second child increased from O to an R
- A third child increased from an N to an R
- And finally, one child improved from an N to an S
Figure 1.5: Class MOY/EO3 Data
| Class MOY Data | Class EO3 Data |
| Word Reading: 82.1 Percent Encoding: 56.3 Percent Fluency: 79.5 words per minute | Word Reading: 86.3 Percent Encoding: 68.7 Percent Fluency: 98.3 words per minute |
| Overall Reading Level Growth: 1.68 |
The next phase is to continue gathering data and looking for errors. But while I’ll continue to perfect, the initial results suggest I may have found a new intervention model: T.I.D.E. (Target, Intervene, Develop, Enhance)
Jeremiah Short, Educator
The Phenomenal Student 