MSBSD Tiered Plan of Services: Elementary Literacy Guidelines
Tier I
Goal: Students at grade level will maintain or
exceed grade level.
Instruction:
 Core curriculum/program implemented with fidelity
 K-5 120 minutes
Universal Access
 150 minutes recommended for 1st
 Instruction/strategies differentiated to meet individual
needs
 Data driven
 Linked to daily core lesson
 Students may be members of more than one group
Grouping:
 Whole group
 Flexible small groups
Progress monitoring (PM):
 Checklists
 Benchmark AIMSweb/MAP
 Teacher observation
 Program assessments
Programs/Strategy
Grade
Target area
Programs/Strategy
Grade
Target area
Core program
K-5
PA, P, F, V, C. W
Workshop differentiation
K-5
PA, P, F, V, C. W
Core supplemental materials:
intervention guide,
enrichment, ELL guide (tied
to daily lessons)
K-5
PA, P, F, V, C. W
Tutor (volunteer) help with
sight words, decodable
books, etc.
K-5
PA, P, F, V, C. W
Reteach and preteach as
needed
K-5
PA, P, F, V, C. W
Tier II
Goal: Students somewhat below grade level
should be at grade level within one year.
Instructional Strategies:
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Before use of any program, review program descriptions
In addition to Tier I instruction
Duration of 20 to 30 minutes
Data driven
Materials linked to core program (supplemental
materials)
Grouping:
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Strategic
Materials target student need
Differentiated instruction/strategies
Explicit instruction with brisk pacing
Opportunities to respond with immediate feedback
Variety of formats: skills block, pull-out, push-in
Intense preteach (e.g. use lesson cards/green band
for ImagineIt!)
 Students regularly regrouped as needs change
 Needs-based homogeneous groups
Progress monitoring (PM):
 Use AIMSweb PM module
 Use PM probe closest to targeted instruction
 PM minimum every two weeks
 PM monthly with grade appropriate probe
Programs
Grade
Target area
Programs
Grade
Target area
ImagineIt! intervention kit
Sonday I & 2
Earobics*
Lexia*
Kaleidoscope
1-3
K-8
K-3
K-12
K-1
PA, P, F, V, C
PA, P, F, V, C
PA, P, F, V, C
PA, P, F, V, C
PA, P, F, V, C
Read Naturally*
Six Minute Solution*
Language for Learning*
Text Talk*
1-8
K-8
PK-1
K-3
F
F
V
V, C
My Sidewalks
Rewards
3-5
4-12
PA, P, V, C
P, F, V, C
K-12
4-12
W
W
Compass Learning*
K-12
PA, P, V
Reasoning & Writing
Expressive Writing
SIM: Fundamentals of
Sentence Writing*
SIM: Proficiency of
Sentence Writing*
3-8
W
3-8
W
OL-Oral Language,
PA-Phonemic Awareness,
* Recommended for ELL students
P- Phonics,
F-Fluency,
V-Vocabulary,
MSBSD Dept. of Education and Instruction
C-Comprehension,
2/8/2016
W -Writing
Tier III
Goal: Students significantly below grade level
should be brought to grade level:
 K-1 within one year or slightly more
 2-5 within two years
Intensive
Instructional Pathways:
Instructional Strategies:
The following pathways should be followed (before use of
any program, review program descriptions):
1. Cumulative Interventions:
o Student participates in Tier I plus Tier II plus Tier III for
minimum of 150 minutes
o Interventions are layers of instruction based on student
needs
o Materials supplement, enhance, and support core
program and are found within Tier II listing of programs
o Learning is connected among the layers of instructionsee teaching tips in program descriptions
2. Replacement core (this must not be done without
consultation with District Department of E & I):
o Student participates in a different literacy core program
that covers all five areas of reading plus writing with an
emphasis on phonemic awareness, phonics, fluency
for a minimum150 minutes
o It is suggested that students receive oral
comprehension and vocabulary instruction from
general education core program thus enabling them to
receive on grade level instruction
o K-1st students only at mid to end-of-year
o 2nd-5th students who are more than two years behind
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Grouping:
 Longer duration
 Suggested 3-8 in homogeneous instructional group
Progress monitoring (PM):
 Use AIMSweb PM module
 Use PM probe closest to targeted instruction
Programs
Grade
Target area
Let’s Play Learn (Basic)
PK-K
PA, P, F, V, C
Kaleidoscope A
2
PA, P, F, V, C, W
OL-Oral Language,
PA-Phonemic Awareness,
* Recommended for ELL students
Data driven targeting gaps of knowledge
Differentiated instruction/strategies
Explicit instruction with brisk pacing
Opportunities to respond with immediate feedback
Systematic instruction
Ample practice opportunities
Aligned student materials
Teaching to mastery
May need double dose of replacement core
May need additional language instruction
 PM every week at instructional level
 PM monthly with grade appropriate probe
Programs
Reading Mastery
Programs
Corrective Reading
P- Phonics,
F-Fluency,
V-Vocabulary,
MSBSD Dept. of Education and Instruction
Grade
Target area
K-6
PA, P, F, V, C
3-12
PA, P, F, V, C
C-Comprehension,
2/8/2016
W -Writing