A School-Wide Intervention with Primary and Secondary Levels of Support for Elementary Students: Outcomes and Considerations‪.‬

Abstract This study extends previous work by implementing and evaluating a multi-level intervention with primary and secondary levels of support with 210 students attending an "at-risk" elementary school in Southern California. Student outcomes were assessed from multiple perspectives including curriculum-based measures, statewide achievement tests, behavior rating scales, and school record reviews. Findings of multivariate procedures suggest that a multi-level intervention program containing literacy and behavioral components has the potential to improve reading achievement of students, regardless of level of risk, as measured by district multiple measures and curriculum-based measures. Despite the improvements in reading skills, statistically significant changes on behavioral measures and overall risk status were not obtained. Nonetheless, inspection of effect sizes scores revealed that upper elementary students showed moderate decreases in negative narrative comments and low magnitude decreases in risk scores. Further, primary and upper elementary students demonstrated low magnitude changes on absenteeism. Limitations of this study and directions for future school-based intervention programs are discussed.