Research suggests that quality interventions, ambitious goals, and formative progress moni toring positively impact student achievement. This study evaluated 32 reading intervention cases, generated from problem-solving service delivery, for the inclusion of quality indices, goal ambitiousness, and student growth over time. Intervention quality was judged using a rubric and published criteria, whereas student achievement was judged using slope. Results suggest strong ratings overall for the presence of quality indices and ambitious goal setting. Most interventions did not include specific cri teria sufficient to change reading perform ance. Most students made progress toward their goal, but their intervention slopes typical ly did not meet or exceed established growth standards or instructional placement stan dards. In addition, intervention data typically did not transfer to the student's initial IEP upon entitlement. Limitations, implications, and future directions are discussed.
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