Research-Based District-Adopted Literacy and Language Intervention Materials
Title/LAP/ELL
Intervention Guidelines
1. Title/LAP/ELL intervention must be supplemental to each student’s core literacy instruction in the
classroom.
2. Title/LAP and ELL services should be integrated so that each student gets instruction in ALL components of
reading (ELL also need oral language), whether this occurs in the classroom, in Title/LAP or in ELL.
3. The Intervention Roster is intended to provide a way help identify the neediest students for intervention and
to monitor students’ progress regularly.
4. For any curriculum, be sure to use diagnostic information (either within the curriculum, or another
assessment) to place students appropriately within the curriculum.
5. Please use all intervention curriculum with fidelity (all components, in sequence).
6. Using the tools listed, collect progress monitoring data to evaluate the effectiveness of interventions.
7. New students need to be inserted on the rank order whenever they arrive and should be served immediately
if eligible.
8. Rank orders need to be revisited mid-year with the January assessment information and make adjustments as
needed to who is receiving which services.
DRAFT
2/16/16
Research-Based District-Adopted Literacy and Language Intervention Materials
Title/LAP/ELL
All need to be used with fidelity and consistency.
Reading
Component
Phonemic
Awareness
Recommended
Curriculum
Grades
K-1
Early Reading Intervention (ERI)
K-1
Phonemic Awareness for Young Children
1-4
Headsprout (not all schools)
Progress Monitoring Tools


DIBELS FSF
DIBELS PSF




DIBELS NWF
CORE Phonics
District Multi-syllabic
Hi-frequency sight words
(regular phonetic)
K-3
2-6
2-6
4-6
Early Reading Intervention (ERI)
Scholastic Phonics Readers
Scholastic Phonics Decodable Readers (not
all schools)
Scholastic Phonics Booster Books (not all
schools)
Read Well (multiple versions)
Scholastic Phonics Chapter Books
Phonics for Reading – 3 Levels
REWARDS - Intermediate
Fluency
2-6
2-6
Six Minute Solution –
Read Naturally


DORF
Hi-frequency sight words
(irregular)
Vocabulary
K-6
K-6
Imagine Learning English (ELL only)
Text Talk – K/1, 1/2, 2/3

CORE Assessing Reading:
Multiple Measures, 2nd
Edition - Vocabulary
Assessment (2 per grade level)
Comprehension
K-2
K-6
3-6
4-6
Primary Comprehension Toolkit
Text Talk - K/1, 1/2, 2/3
Comprehension Toolkit
Read 180 rBook-

DAZE
Phonics
K-1
K-2
K-2
K-2
DRAFT
2/16/16
Research-Based District-Adopted Literacy and Language Intervention Materials
Title/LAP/ELL
Oral Lang
(ELL)
K-6
K-6
Imagine Learning English
Text Talk

ADEPT (three times per year)
Additional Information
Classroom Strategies and Interventions (not Title, LAP, or ELL pullout interventions)
 CORE Instructional strategies for each of the components
 Marzano and Beck strategies for Vocabulary
 Linguistic Remedies/Living Linguistics/Wired for Reading
 GLAD
 Zoophonics
 Etc.
Extra Practice Opportunities (supplemental to another intervention)
 Reading A to Z
 iPad Applications (Title only)
 Etc.
DRAFT
2/16/16