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ISD 413: Marshall Public Schools
Local Literacy Plan
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111
Park Side Elementary Principal: Darci Love
West Side Elementary Principal: Jeremy Williams
1
District 413, Marshall Public schools
Local Literacy plan
Pending Approval: June 17, 2013 by Marshall’s Board of Education
The purpose of this literacy plan is to ensure that ALL students will achieve gradelevel proficiency and read well by Grade 3.
Literacy Plan Summary:
Our district is currently using Literacy by Design from Rigby, a balanced literacy program to
teach reading in kindergarten through grade 3. Included in this program are components for
guided reading, read aloud, shared reading and independent reading. To enhance this
curriculum, our district has adopted Reading Horizons, which is an explicit phonics instruction,
and also uses the Daily Five. Both of our elementary schools have a library that contains a
variety of fiction and nonfiction reading materials, covering a wide range of reading levels. Each
classroom also has their own reading center where students can enjoy books and other resources
selected by their classroom teacher. All K-3 students receive classroom reading instruction for a
minimum of 90 minutes each day. Relevant technology engages students in meaningful learning
activities. A variety of technologies have been integrated into the curriculum and instruction to
meet the needs of the district’s diverse learners. The district also uses Accelerated Reader (AR),
which is a computerized program that tests basic reading comprehension. Students select books
from their reading level, read independently or with a buddy and take an independent
comprehension test on the computer. Each book is worth a certain number of points based on its
length and reading level.
All students in grades K-3 are given the AIMSweb screening/benchmarking assessment three
times throughout the course of the year in the fall, the winter, and the spring. Using this data,
along with data from the NWEA Measures of Academic Progress (MAP), the Developmental
Reading Assessment (DRA), and the Rigby Benchmark Assessment System, struggling and atrisk students are identified and referred for reading interventions. Specific interventions are
based on further assessments. The interventions are implemented through the collaborative
efforts of the classroom teacher and other specialists. Each student’s progress is monitored
weekly. If the selected, research-based intervention is not working, a different, research-based
intervention is chosen and implemented. Students who are not responding to these interventions
are referred to the Problem Solving Team to determine if they should be assessed for special
education services. Parents are informed of their child’s progress at every step in the process.
The goal of the Marshall School District is to ensure that all learners successfully achieve the
Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level. The
standards are aligned with the district’s curriculum, and a map is in place to ensure that the
standards are taught within the time available.
Specific information is included in the K-3 Literacy Plan that follows this summary. For those
who are interested in learning more about Marshall School District’s literacy program, please
contact: Jeremy Williams at (507) 537-6962 or jeremy.williams@marshall.k12.mn.us, Amanda
Grinager at (507) 537-6924 or amanda.grinager@marshall.k12.mn.us, Stephanie DeVos at (507)
537-6948 or stephanie.devos@marshall.k12.mn.us, or Darci Love at (507) 537-6948 or
darci.love@marshall.k12.mn.us.
Literacy Plan Goals and Objectives:
Overarching Goal: All students will read at grade-level by Grade 3 as determined by the
Reading Minnesota Comprehensive Assessments (MCAs).
Objectives:
Each year educators will review and disaggregate reading data at grade levels K, 1, 2, & 3.
Proficiency, growth, and trend data will be analyzed and used to set specific learning targets for
each child and for each cohort of students. When available, Pre-K data will be accessed and
utilized.
The Site and Administration Teams annually review the effectiveness of current pedagogical
practices. This includes, but is not limited to, the core instruction, differentiation, remediation,
and interventions.
Curriculum resources will be aligned to the most current standards. Standards will be prioritized,
and essential elements will be identified.
Formative assessments will be used to modify instruction and to identify students who are not on
pace to meet proficiency. Those students who are not on track will follow the local intervention
plan.
Professional Learning Communities will be implemented to analyze the effectiveness of current
literacy practices, curriculum, and the essential standards. Special attention will be paid to
closing the achievement gaps. Best practices will be shared.
Extended day and/or extended year programs will be utilized to provide targeted assistance to
help struggling and at-risk students achieve grade-level proficiency.
An analysis of current practices and supports, which have led to improved results for groups of
students that are not yet proficient, are shown below. The graphs include information on the
kindergarten and first grade students’ early literacy skills, as well as first, second, and third grade
students’ literacy skills.
Kindergarten - Letter Sound Fluency
80%
70%
69%
61%
60%
52%
48%
% Fluent
50%
40%
At or Above Grade Level
39%
Below Grade Level
31%
30%
20%
10%
0%
2011
2012
2013
First Grade
Nonsense Word Fluency
100%
90%
80%
% Fluent
70%
60%
57%
59%
43%
41%
64%
At or Above Grade Level
50%
40%
36%
30%
20%
10%
0%
2011
2012
2013
Below Grade Level
First Grade
Oral Reading Fluency (R-CBM)
100%
90%
80%
% Fluent
70%
71%
66%
71%
60%
At or Above Grade Level
50%
Below Grade Level
40%
34%
30%
29%
29%
20%
10%
0%
2011
2012
2013
Second Grade
Oral Reading Fluency (R-CBM)
80%
70%
% Fluent
60%
69%
70%
62%
50%
40%
At or Above Grade Level
38%
31%
30%
30%
20%
10%
0%
2011
2012
2013
Below Grade Level
Second Grade
NWEA Spring Reading
70%
66%
60%
63%
60%
40%
40%
37%
34%
30%
At or Above Grade Level
Below Grade Level
20%
10%
0%
2011
2012
2013
Third Grade
Oral Reading Fluency (R-CBM)
80%
76%
70%
60%
% Fluent
% Proficient
50%
64%
67%
50%
40%
At or Above Grade Level
36%
30%
Below Grade Level
33%
24%
20%
10%
0%
2011
2012
2013
Third Grade
NWEA Spring Reading
70%
60%
64%
64%
64%
36%
36%
36%
% Proficient
50%
40%
30%
At or Above Grade Level
Below Grade Level
20%
10%
0%
2011
2012
2013
3rd Grade Proficiency Trends
MCA Reading
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
MPS
State
2008
2009
2010
2011
2012
By 2014, 81.5% of our 3rd graders will be proficient on the MCA Reading Assessment.
Process of Assessment:
The Title 1 Teachers, the interventionists, and the classroom teachers will administer the
screening and diagnostic assessments listed below. Entrance criteria for interventions are based
on a triangulation of assessment data, along with classroom teacher input.
NWEA Measures of Academic Progress (MAP) are used as benchmark assessments. They are
adaptive and sequential tests used to measure student growth. The 2011 NWEA RIT Scale
Norms provide growth and status norms in the following content areas: Reading, Language
Usage, Mathematics, General Science, and Science Concepts and Processes. The RIT scores for
each grade level in Reading are listed in chart below:
2011 Reading Status Norms (RIT Values)
Grade
Beginning-of-Year Mean
Middle-of-Year Mean
End-of-Year Mean
K
142.5
151.0
157.7
1
160.3
170.7
176.9
2
175.9
183.6
189.6
3
189.9
194.6
199.2
4
199.8
203.2
206.7
5
207.1
209.8
212.3
6
212.3
214.3
216.4
7
216.3
218.2
219.7
8
219.3
221.2
222.4
9
221.4
221.9
222.9
10
223.2
223.4
223.8
11
223.4
223.5
223.7
AIMSweb is used as a screening/benchmark assessment. The target scores for each grade level
are listed in the following charts.
Kindergarten AIMSweb Assessments
Fall
Assessment Name [Target Score]
Winter
Assessment Name [Target Score]
Spring
Assessment Name [Target Score]
Letter Naming Fluency [16]
Letter Naming Fluency [39]
Letter Naming Fluency [48]
Not Assessed
Letter Sound Fluency [23]
Letter Sound Fluency [36]
Not Assessed
Not Assessed
Phoneme Segmenting Fluency [45]
Not Assessed
Not Assessed
Nonsense Word Fluency [34]
First Grade AIMSweb Assessments
Fall
Assessment Name [Target Score]
Winter
Assessment Name [Target Score]
Spring
Assessment Name [Target Score]
Letter Naming Fluency [44]
Not Assessed
Not Assessed
Letter Sound Fluency [29]
Not Assessed
Not Assessed
Phoneme Segmentation Fluency [38]
Phoneme Segmenting Fluency [49]
Not Assessed
Nonsense Word Fluency [29]
Nonsense Word Fluency [49]
Nonsense Word Fluency [62]
Not Assessed
Reading – CBM [23]
(Oral Reading Fluency)
Reading – CBM [53]
(Oral Reading Fluency)
Second Grade AIMSweb Assessments
Fall
Assessment Name [Target Score]
Reading – CBM [51]
(Oral Reading Fluency)
Winter
Assessment Name [Target Score]
Reading – CBM [72]
(Oral Reading Fluency)
Spring
Assessment Name [Target Score]
Reading – CBM [89]
(Oral Reading Fluency)
Third Grade AIMSweb Assessments
Fall
Assessment Name [Target Score]
Winter
Assessment Name [Target Score]
Spring
Assessment Name [Target Score]
Reading – CBM [71]
(Oral Reading Fluency)
Reading –Maze [12]
(Comprehension)
Reading – CBM [92]
(Oral Reading Fluency)
Reading –Maze [15]
(Comprehension)
Reading – CBM [107]
(Oral Reading Fluency)
Reading –Maze [16]
(Comprehension)
Students who do not meet the target score as listed above will undergo a diagnostic assessment to
determine specific skill deficit(s) in one of the five strands of reading (phonemic awareness,
phonics, fluency, comprehension, and vocabulary). One or more of the following research-based
assessments will be used: Developmental Reading Assessment (DRA), Rigby Benchmark
Assessment, curriculum based pre-tests and post-tests, intervention based pre-tests and post-tests,
and/or the Basic Reading Inventory (BRI).
The following table denotes the grade-level correlation between the Rigby Benchmark
Assessment, the Developmental Reading Assessment, and Lexile Levels:
Grade Level
Rigby Benchmark
Assessment
A
Kindergarten
B
C
Grade 1
DRA
Lexile Levels
A
1
2
3
4
D
6
E
8
F
10
G
12
H
14
200-299
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
I
16
J&K
L&M
20
28
30
34
38
40
44
N
O&P
Q/R/S
T/U/V
W/X/Y
Z
Z
300-399
400-499
500-599
600-699
700-799
800-899
900-999
1000-1100
Based on the diagnostic assessments’ results, instruction and interventions will be matched to the
student’s needs in one or more of the five strands of reading (phonemic awareness, phonics,
fluency, comprehension, and vocabulary).
Following the assessments, parents will receive a letter informing them of the results, supports,
interventions, and further diagnostic assessments that will be used to help their child meet the
reading goals for their grade level. Parents will be invited into the school to visit about their
child’s educational needs and asked if they have any questions. A list of potential supports that
the parents can use to assist the child in achieving grade-level proficiency will be provided to the
parent. A complete outline of parent communication and involvement is found in the following
section.
Progress monitoring data will be collected weekly and analyzed on a monthly basis at grade level
data team meetings. The following process will be used:
A. Examine the student chart after 4-6 data points have been plotted and a trend line
has been generated.
B. If a student has 4 data points clearly and consistently below the aim line, choose a
new intervention.
C. If the student has 4 data points on or above the aim line, continue the current
intervention until the student meets the grade-level benchmark.
D. If the student is on their second intervention and has 4 data points below the goal
line, refer the student to the problem-solving team.
E. When the student has met the next grade level benchmark target and has 4
consecutive data points above the aim line, consider reducing or discontinuing the
intervention.
F. Continue to progress monitor the student at least three times following the
discontinuation of the intervention to assure that progress has been maintained.
Parent Communication and Involvement:
The district has developed a parent communication letter that will share the state-identified
grade-level standards. The letter will include the core literacy instructional practices as well as
the intervention supports that are used with students who are not on track to achieve benchmark
targets that reflect grade-level content standards. How their child is progressing towards meeting
these standards will be discussed at parent/teacher conferences.
Parent Communication Plan:
1. At the beginning of the year, there will be a parent meeting to explain the core literacy
instructional practices and the multi-level systems of support that are implemented in the
district. This will include an explanation of the entrance and exit criteria for students
needing interventions, the assessments used in the district, the data that is collected by
the assessments, the problem-solving practices that are used when students are not
making progress, and the classroom supports that are used with all students.
Additionally, parent communication will be provided though a handout and website
postings.
2. Assessment results will be provided to parents through a variety of different methods:
parent teacher conferences, mailings, and personal communications.
3. Parents of students who need supplemental instruction will be informed by the district
that their student is receiving these services. They will also be encouraged to contact
their son or daughter’s classroom and/or reading intervention teacher.
4. Parents of students receiving interventions will receive periodic progress reports.
5. All parents will receive communication throughout the school year with suggestions on
how to help strengthen their child’s literacy skills.
Resources and tools are available for parents, caregivers, and/or community members to use in
support of literacy practices at home. They are based on the five strands of reading (phonemic
awareness, phonics, fluency, comprehension, and vocabulary, please see Appendix B at the end
of this document for our district’s resource list).
Multi-Tiered Systems of Support:
A Model of School Supports and the Problem Solving Process
ACADEMIC SYSTEMS
Tier 3: Intensive, Individual
Interventions Students who need
individualized interventions.
Tier 2: Targeted Group
Interventions Students who need
more support in addition to the core
curriculum.
Tier 1: Core Curriculum All
students, including students who require
curricular enhancements for acceleration.
The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the
classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language
Arts Standards. Research-based reading instruction will address the five strands of reading (phonemic
awareness, phonics, fluency, comprehension and, vocabulary). Teachers differentiate instruction in small
groups, according the needs of their diverse learners.
Based on screening and diagnostic assessments, the second level of support identifies students not
meeting grade-level targets. These students are provided supplemental reading interventions according to
their skill deficit(s). This level of support will be provided by the Title I Teachers and/or the
Interventionists. The supplemental instruction will be provided to the students up to five days a week.
Students who have reached their supplemental reading goals will have their interventions cut back.
Depending on the intervention, the supplemental instruction will last for 5 – 30 minutes a session.
Students who do not respond well to the interventions provided in Tier 2 receive the most intensive and
individualized level of support. This is in addition to the 90 minutes of core instruction provided in the
classroom. Students receiving Special Education services are included at this level.
The Multi-tiered systems of support can be traced to the work on data-based decision making by Deno
and Mirkin (1977) and the US Department of Education’s report A Nation at Risk (1983). The framework
is a systematic use of assessment data to efficiently allocate resources to improve learning for all students
(Burns and VanDerHeyden, 2006). A meta-analysis of research found that multi-tiered systems of
support led to improved outcomes such as fewer children referred to and placed into special education
programs. Additionally, results included higher achievement scores and reduced behavioral difficulties
among all students (Burns, Appleton, and Stehouwer, 2005). Children at-risk for reading failure
demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).
*Appendix A: Entrance and Exit Criteria for Kindergarten through 4th grade students in Title and RtI
Services is attached at the end of this document.
Scientifically-Based Reading Instruction:
The scientifically-based reading curriculum Marshall uses is Literacy by Design from Rigby which has
been aligned with the Minnesota Academic Standards in English Language Arts (2010). Small group
instruction is used to differentiate for our diverse learners.
Research-Based Interventions
Reading Mastery/Corrective Reading/
Soar to Success/Great Leaps/LiPS/
Seeing Stars/6 Minute Solutions/Read
Naturally/
TIER 3
Great Leaps/6 Minute Solution/Soar to
Success/Early Success/ Read Naturally/
LiPS/Seeing Stars/Incremental
Rehearsal/MN Reading Corps
TIER 2
Explicit Phonics Instruction (Reading
Horizons)/Literacy by Design from
Rigby/Guided Reading Groups/Daily 5
TIER 1
*Appendix B: Marshall’s Intervention Inventory for the five strands of reading is attached at the end of
this document.
Professional Development:
The Marshall School District has 8 days available for Professional Development. Plus, the Marshall
School District allows for weekly Professional Learning Communities. Based on student performance
data, the district has determined phonics instruction and writing instruction, along with the
implementation of the Language Arts Common Core Standards in all content areas, will be the
Reading/Literacy Professional Development focus for the 2013-2014 school year. Formative assessments
will also be an area of focus.
Professional Development is provided through:
 Grade-Level Common Planning Time
 Professional Learning Communities (PLCs)
 Regional Professional Development
 Train the Trainer
 Peer Coaching
 Basal Training from Company Representative
 Outside Resources/Consultants
 Literacy Team
 Mentoring
 Reading/Literacy Coach
Annually, in August, a data-mine will occur where data will be disaggregated and analyzed. Results will
be shared with site level leadership teams, who will create SMART goals for school and district
improvement plans. Professional Development opportunities will be designed to address the needs
identified by the data.
English Learners and Other Diverse Populations:
The district currently assesses all English Learners using the World-Class Instructional Design and
Assessment (WIDA) assessments (W-APT and ACCESS).
W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener"
test given to incoming students who may be designated as English Learners, typically administered only
to new students. It assists educators with programmatic placement decisions such as identification and
placement of ELs. The W-APT is one component of WIDA's comprehensive assessment system.
Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS
for ELs) is a secure, large-scale English language proficiency assessment given to Kindergarten through
12th graders who have been identified as English Learners (ELs). It is given annually in Minnesota
beginning in the 2011-2012 school year to monitor students' progress in acquiring academic English.
W-APT and ACCESS for ELs test items are written from the model performance indicators of WIDA's
five English Language Proficiency (ELP) standards:
•
•
•
•
•
Social & Instructional Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
Test forms are divided into five grade-level clusters:
•
•
•
•
•
Kindergarten
Grades 1-2
Grades 3-5
Grades 6-8
Grades 9-12
Each form of the W-APT test assesses the four language domains of Listening, Speaking, Reading, and
Writing.
Within each grade-level cluster (except Kindergarten), ACCESS for ELs consists of three forms: Tier A
(beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more
appropriately targets each student’s range of language skills.
Based on the W-APT and ACCESS assessments, students who qualify for ESL support will receive the
intervention of focused language skill development from a licensed ESL teacher, in addition to the core
instruction.
In grades K – 3, the Marshall School District has 99 English Learners and 214 students that are nonwhite. Based on these demographics, resources will be allocated, and professional development will be
determined by the EL Coordinator and the Administration Team annually.
Instructional materials will be analyzed for its culturally appropriate content and purchased during the
district’s curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop
language skills, will be updated as-needed or developed on-site.
Training Opportunities provided in the area of EL Instruction:
 March 2012
o Marshall Public Schools worked with Jill Bromenschenkel
o Language acquisition overview with general strategies and approaches for ELs’ RWLS
(reading, writing, listening, and speaking)
 2012 – 2013 School Year
o Development of Academic Language to Accelerate Academic Achievement
o Demystifying the WIDA ELD Standards
 2013 – 2014 School Year
o Interaction Strategies to promote student engagement
 Increase voice and accountability for ELLs in the classrooms
o 21st Century Tools to support language acquisition
 Engaging ELLs and all students via web tools and digital apps
All of these opportunities will be offered to all of our general education staff, as well as our EL staff.
The W-APT and ACCESS assessments are used with EL students. These assessments are used in
conjunction with the previously mentioned assessments administered to the entire student body:
AIMSweb, Rigby Benchmark Assessment, DRA, MAP, and MCAs. The disaggregated data compiled
from each of those assessments will be used to improve programs, strengthen core instruction, and
accelerate the acquisition of oral language and literacy skills of ELs. The EL Coordinator, EL teachers
and the Administration Team are responsible for accessing, analyzing, interpreting, and applying the
disaggregated data.
Communication system for annual reporting:
*Appendix C: Marshall Public Schools District #0413 Information and Measures Document is attached
at the end of this document.
Stakeholder feedback:
1. Was the information easy to find?
2. Is this document useful?
3. Were the reading strategy links helpful in working with your child?
4. Did you feel supported by the school district to help your child read well by 3rd grade?
Tier 1
Tier 2
Tier 3
Tier 3
Intervention with Small
Group for 30 minutes for
4-5 days/week
Core Curriculum
90 minutes/day
Provided by classroom
teacher
Progress Monitor
Weekly
Special Education
Title I Services
Push-in or Pull-Out
Intervention with Small
Group for 30 minutes for 45 days/week
Screening/Benchmark tested 3 times per year
Meets or exceeds grade
level benchmark targets
Continue Core
Curriculum
90 minutes/day by
classroom teacher
If not meeting
grade level
benchmark targets,
administer
diagnostic
assessment to
determine specific
instructional needs.
If 3 to 4 data
points are
consecutively
above the Aim
Line, with one
data point at
or above the
next
benchmark
target, exit
from
intervention.
If 4 data points
are
consecutively
below the Aim
Line, change
the
intervention.
Progress monitor
twice a week
If
successful,
determine
how this
level of
support will
be
maintained.
If not
successful,
refer for a
special
education
evaluation.
Appendix A:
Entrance and Exit Criteria for K – 4 Title and RtI Services
Entrance Criteria for Kindergarten Title and RtI Services
Fall Benchmark (August/September):

Comparison of Results:
 AIMSweb Letter Naming
Fluency
 Below 16 (yellow)
 Below 4 (red)
 Kindergarten Assessment
 Letter Identification
 Below 32 (lower
than 60%)
 Lowest Students Receive Title
Services
 Others Receive Supplemental
Instruction
**Title groups are limited by
availability of space and
necessary materials for
appropriate instruction.
** In order for EL students to
receive Title Services at any point
during the year, their language
level must be at least a Level 3 to
ensure they have enough
language to benefit from reading
services. If questions arise on
student placement, refer to
administration for further advice.
Winter Benchmark (January):

Comparison of Results:
 AIMSweb Letter Naming
Fluency
 Below 39 (yellow)
 Below 26 (red)
 AIMSweb Letter Sound
Fluency
 Below 23 (yellow)
 Below 12 (red)
 Kindergarten Assessment
 Letter Identification
 Letter Sounds
 Star Words
 Phonemic Assessment
(PAS)
 A Cumulative
Score below 167
(lower than 80%)
 Repeat phonemic
assessment on
students lower
than 80% for
more up-to-date
results
 Lowest Students Receive Title
Services
 Others Receive Supplemental
Instruction
Spring Benchmark (May):

Comparison of Results:
 AIMSweb Letter Naming Fluency
 Below 48 (yellow)
 Below 35 (red)
 AIMSweb Letter Sound Fluency
 Below 36 (yellow)
 Below 25 (red)
 AIMSweb Phoneme Segmentation
Fluency
 Below 45 (yellow)
 Below 32 (red)
 AIMSweb Nonsense Word Fluency
 Below 34 (yellow)
 Below 22 (red)
 Kindergarten Assessment
 Letter Identification
 Letter Sounds
 Star Words
 Phonemic Assessment
(PAS)
 A Cumulative Score
below 167 (lower
than 80%)
 Lowest Students Flagged for Title
Services in Fall of 1st Grade
 Students are Subject to
Change with Fall
Benchmark Data
 Others Flagged for Supplemental
Instruction in Fall of 1st Grade
 Students are Subject to
Change with Fall
Benchmark Data
Entrance Criteria for 1st Grade Title and RtI Service
Fall (August/September)





Consult list of flagged incoming KDG
students
 During first week of school,
administer DRA to determine
Title placement
 Students must be below a DRA
Level 3 to receive Title
Comparison of Results:
 AIMSweb Phoneme
Segmentation Fluency
 Below 38 (yellow)
 Below 25 (red)
 AIMSweb Nonsense Word
Fluency
 Below 29 (yellow)
 Below 18 (red)
Services will begin immediately
 Services are subject to change
depending on further
assessment results
If necessary and if additional students
need services, students will be further
assessed with a diagnostic assessment
in order to determine area of reading
concern, i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into instruction
appropriate for their reading needs
Winter (January)




Comparison of Results:
 AIMSweb Nonsense Word
Fluency
 Below 49 (yellow)
 Below 36 (red)
 AIMSweb Oral Reading
Fluency
 Below 23 (yellow)
 Below 12 (red)
 DRA Requirements for Title
 Students must be
below a DRA Level 8
Services will begin immediately
 Services are subject to change
depending on further
assessment results
If necessary and if additional students
need services, students will be further
assessed with a diagnostic
assessment in order to determine area
of reading concern, i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into instruction
appropriate for their reading needs
**Title groups are limited by
availability of space and
necessary materials for
appropriate instruction.
Spring (May)

Comparison of Results:
 AIMSweb Nonsense Word
Fluency
 Below 62 (yellow)
 Below 45 (red)
 AIMSweb Oral Reading Fluency
 Below 53 (yellow)
 Below 28 (red)
 Students Flagged for Title
Services in Fall of 2nd Grade
 Students must be
below DRA Level 16
 Students are Subject to
Change with Fall
Benchmark Data
 Students Flagged for
Supplemental Instruction in Fall
of 2nd Grade
 Students are Subject to
Change with Fall
Benchmark Data
** In order for EL students to
receive Title Services at any point
during the year, their language
level must be at least a Level 3 to
ensure they have enough
language to benefit from reading
services. If questions arise on
student placement, refer to
administration for further advice.
Entrance Criteria for 2nd Grade Title and RtI Services
Fall (August/September)





Consult list of flagged incoming 1st
Grade students
 During first week of school,
administer DRA to determine
Title placement
 Students must be at or below
a DRA Level 14 to receive
Title
Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 51 (yellow)
 Below 25 (red)
Services will begin immediately
 Services are subject to change
depending on further
assessment results
If necessary and if additional students
need services, students will be further
assessed with a diagnostic
assessment in order to determine area
of reading concern, i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into instruction
appropriate for their reading needs
Winter (January)



Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 72 (yellow)
 Below 42 (red)
 DRA Requirements for Title
 Students must be at
or below a DRA level
20
If necessary and if additional
students need services, students will
be further assessed with a
diagnostic assessment in order to
determine area of reading concern,
i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into
instruction appropriate for their
reading needs
**Title groups are limited by
availability of space and
necessary materials for
appropriate instruction.
Spring (May)

Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 89 (yellow)
 Below 61 (red)
 NWEA Reading Score
 Below 180
 Students Flagged for Title
Services in Fall of 3rd Grade
 Students must be at
or below a DRA Level
24
 Students are Subject
to Change with Fall
Benchmark Data
 Students Flagged for
Supplemental Instruction in
Fall of 3rd Grade
 Students are Subject
to Change with Fall
Benchmark Data
** In order for EL students to
receive Title Services at any point
during the year, their language
level must be at least a Level 3 to
ensure they have enough
language to benefit from reading
services. If questions arise on
student placement, refer to
administration for further advice.
Entrance Criteria for 3rd Grade Title and RtI Services
Fall (August/September)




Consult list of flagged incoming 2nd
Grade students
 During first week of school,
administer DRA to students to
determine Title placement
 Students must be below a
DRA Level 24 to receive Title
Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 71 (yellow)
 Below 44 (red)
 AIMSweb MAZE
 Below 12 (yellow)
 Below 8 (red)
 NWEA Reading Score
 Below 180
If necessary and if additional students
need services, students will be further
assessed with a diagnostic
assessment in order to determine area
of reading concern, i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into instruction
appropriate for their reading needs
Winter (January)



Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 92 (yellow)
 Below 62 (red)
 AIMSweb MAZE
 Below 15 (yellow)
 Below 10 (red)
 DRA Requirements for Title
 Students must be
below a DRA Level
28
If necessary and if additional
students need services, students will
be further assessed with a
diagnostic assessment in order to
determine area of reading concern,
i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into
instruction appropriate for their
reading needs
**Title groups are limited by
availability of space and
necessary materials for
appropriate instruction.
Spring (May)

Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 107 (yellow)
 Below 78 (red)
 AIMSweb MAZE
 Below 16 (yellow)
 Below 11 (red)
 NWEA Reading Score
 Below 190
 MCA Reading Score
 Below 350
 Students Flagged for Title
Services in Fall of 4th Grade
 Students must be
below a DRA Level
30
 Students are Subject
to Change with Fall
Benchmark Data
 Students Flagged for
Supplemental Instruction in
Fall of 4th Grade
 Students are Subject
to Change with Fall
Benchmark Data
** In order for EL students to receive
Title Services at any point during the
year, their language level must be
at least a Level 3 to ensure they
have enough language to benefit
from reading services. If questions
arise on student placement, refer to
administration for further advice.
Entrance Criteria for 4th Grade Title and RtI Services
Fall (August/September)




Consult list of flagged incoming 3rd
Grade students
 During first week of school,
administer DRA to students to
determine Title placement
 Students must be below a DRA
Level 30 to receive Title
Comparison of Results:
 AIMSweb Oral Reading Fluency
 Below 94 (yellow)
 Below 68 (red)
 AIMSweb MAZE
 Below 13 (yellow)
 Below 9 (red)
 NWEA Reading Score
 Below 190
 MCA Reading Score
 Below 350
If necessary and if additional students
need services, students will be further
assessed with a diagnostic assessment
in order to determine area of reading
concern, i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into instruction
appropriate for their reading needs
Winter (January)



Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 112 (yellow)
 Below 87 (red)
 AIMSweb MAZE
 Below 19 (yellow)
 Below 14 (red)
 DRA Requirements for Title
 Students must be
below a DRA Level
34
 MCA Reading Score
 Below 350
If necessary and if additional students
need services, students will be further
assessed with a diagnostic
assessment in order to determine area
of reading concern, i.e.:
 Letter Naming
 Letter Sounds
 Phonemic Awareness
 Phonics
 Vocabulary
 Concepts About Print
 Basic Reading Inventory
 DRA
Students will be placed into instruction
appropriate for their reading needs
**Title groups are limited by
availability of space and
necessary materials for
appropriate instruction.
Spring (May)

Comparison of Results:
 AIMSweb Oral Reading
Fluency
 Below 123 (yellow)
 Below 98 (red)
 AIMSweb MAZE
 Below 16 (yellow)
 Below 11 (red)
 NWEA Reading Score
 Below 206
 MCA Reading Score
 Below 450
 Students Flagged for
Reading Enrichment Classes
in Fall of 5th Grade
 Students are Subject
to Change with Fall
Benchmark Data
** In order for EL students to
receive Title Services at any point
during the year, their language
level must be at least a Level 3 to
ensure they have enough
language to benefit from reading
services. If questions arise on
student placement, refer to
administration for further advice.
Exit Criteria for Kindergarten Title and RtI Services



AT LEAST 4 consecutive data points above the aim line
One data point MUST be at the next benchmark level
 Letter Naming Fluency
 Fall – 39 or above
 Winter – 48 or above
 Letter Sound Fluency
 Fall – 23 or above
 Winter – 36 or above
 Phoneme Segmentation Fluency
 Fall – 27 or above
 Winter – 45 or above
 Nonsense Word Fluency
 Fall – 21 or above
 Winter – 34 or above
IF the following requirements have been met, the student will be
brought to the grade level data team meeting to determine the next
step for each student as an individual.
 1. Continue with the current intervention
 2. Change the intervention
 Service other skill deficit
 3. Enter maintenance program
 Cut back services to two days a week for two weeks
while continuing to progress monitor to ensure
student can maintain success with less services
 If maintains scores with two days of services for two
weeks:
 Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word
fluency, oral reading fluency)
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own
 If student is able to continue successfully without
extra services, officially exit from
Title/Supplemental services


Send exit letter home for students that
received Title Services
 If scores fall below aim line without extra
instruction, place student back into
Title/Supplemental instruction
 If scores fall below aim line with two days of
services:
 Increase Title/Supplemental instruction back
to five days a week
4. Complete exit from services
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own

PLEASE NOTE: The decisions being made at the grade level data
team meetings will be student-centered. We will be looking at what
is best for each of the individual students. We understand that every
student presents a unique situation and will be considered in that
manner.

Interventionists will be given an opportunity to present the
information regarding the child in their small-group settings along
with the data to support their perspectives.

Classroom teachers will be given an opportunity to present
information regarding the child in the classroom along with
classroom data to support their viewpoints.
IF there is a situation where the group cannot come to a consensus on a
decision regarding a student, the building principal will be given extra time to
analyze the data that was presented and will make the final decision
regarding that student.
Exit Criteria for 1st Grade Title and RtI Services





Title Students MUST Meet Criteria with the DRA and with AIMSweb
Supplemental Students MUST Meet Criteria with AIMSweb
DRA Levels MUST be at or above grade level
 Fall – At or above a Level 3
 Winter – At or above a Level 8
 Spring – At or above a Level 16
AIMSweb
 AT LEAST 4 consecutive data points above the aim line
 One data point MUST be at the next benchmark level
 Phoneme Segmentation Fluency
 Fall – 49 or above
 Winter – 53 or above
 Nonsense Word Fluency
 Fall – 49 or above
 Winter – 62 or above
 Oral Reading Fluency
 Winter – 53 or above
IF the following requirements have been met, the student will be
brought to the grade level data team meeting to determine the next
step for each student as an individual.
 1. Continue with the current intervention
 2. Change the intervention
 Service other skill deficit
 3. Enter maintenance program
 Cut back services to two days a week for two weeks
while continuing to progress monitor to ensure
student can maintain success with less services
 If maintains scores with two days of services for two
weeks:
 Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word
fluency, oral reading fluency)
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own


If student is able to continue successfully without
extra services, officially exit from
Title/Supplemental services
 Send exit letter home for students that
received Title Services
 If scores fall below aim line without extra
instruction, place student back into
Title/Supplemental instruction
 If scores fall below aim line with two days of
services:
 Increase Title/Supplemental instruction back
to five days a week
4. Complete exit from services
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own

PLEASE NOTE: The decisions being made at the grade level data
team meetings will be student-centered. We will be looking at what
is best for each of the individual students. We understand that every
student presents a unique situation and will be considered in that
manner.

Interventionists will be given an opportunity to present the
information regarding the child in their small-group settings along
with the data to support their perspectives.

Classroom teachers will be given an opportunity to present
information regarding the child in the classroom along with
classroom data to support their viewpoints.

IF there is a situation where the group cannot come to a consensus
on a decision regarding a student, the building principal will be given
extra time to analyze the data that was presented and will make the
final decision regarding that student.
Exit Criteria for 2nd Grade Title and RtI Services






Title Students MUST Meet Criteria with the DRA and with
AIMSweb
Supplemental Students MUST Meet Criteria with AIMSweb
DRA Levels MUST be at or above grade level
 Fall – At or above a Level 14
 Winter – At or above a Level 20
 Spring – At or above a Level 24
AIMSweb
 AT LEAST 4 consecutive data points above the aim line
 One data point MUST be at the next benchmark level
 Oral Reading Fluency
 Fall – 72 or above
 Winter – 89 or above
IF the following requirements have been met, the student will be
brought to the grade level data team meeting to determine the
next step for each student as an individual.
 1. Continue with the current intervention
 2. Change the intervention
 Service other skill deficit
 3. Enter maintenance program
 Cut back services to two days a week for two
weeks while continuing to progress monitor to
ensure student can maintain success with less
services
 If maintains scores with two days of services for
two weeks:
 Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word
fluency, oral reading fluency)
 Continue to progress monitor for three
additional weeks with NO services to ensure
student can maintain success on their own

If student is able to continue successfully without
extra services, officially exit from
Title/Supplemental services
 Send exit letter home for students that
received Title Services
 If scores fall below aim line without
extra instruction, place student back
into Title/Supplemental instruction
 If scores fall below aim line with two days of
services:
 Increase Title/Supplemental instruction
back to five days a week
4. Complete exit from services
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own

PLEASE NOTE: The decisions being made at the grade level
data team meetings will be student-centered. We will be looking
at what is best for each of the individual students. We
understand that every student presents a unique situation and will
be considered in that manner.

Interventionists will be given an opportunity to present the
information regarding the child in their small-group settings along
with the data to support their perspectives.

Classroom teachers will be given an opportunity to present
information regarding the child in the classroom along with
classroom data to support their viewpoints.

IF there is a situation where the group cannot come to a
consensus on a decision regarding a student, the building
principal will be given extra time to analyze the data that was
presented and will make the final decision regarding that student.
Exit Criteria for 3rd Grade Title and RtI Services






Title Students Must Meet Criteria with the DRA and with AIMSweb
Supplemental Students Must Meet Criteria with AIMSweb
DRA Levels MUST be at or above grade level
 Fall – At or above a Level 24
 Winter – At or above a Level 28
 Spring – At or above a Level 30
AIMSweb
 AT LEAST 4 consecutive data points above the aim line
 One data point MUST be at the next benchmark level
 Oral Reading Fluency
 Fall – 92 or above
 Winter – 107 or above
 MAZE - Comprehension
 Fall – 15 or above
 Winter – 16 or above
IF the following requirements have been met, the student will be
brought to the grade level data team meeting to determine the
next step for each student as an individual.
 1. Continue with the current intervention
 2. Change the intervention
 Service other skill deficit
 3. Enter maintenance program
 Cut back services to two days a week for two
weeks while continuing to progress monitor to
ensure student can maintain success with less
services
 If maintains scores with two days of services for
two weeks:
 Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word
fluency, oral reading fluency)
 Continue to progress monitor for three
additional weeks with NO services to ensure
student can maintain success on their own

If student is able to continue successfully without
extra services, officially exit from
Title/Supplemental services
 Send exit letter home for students that
received Title Services
 If scores fall below aim line without
extra instruction, place student back
into Title/Supplemental instruction
 If scores fall below aim line with two days of
services:
 Increase Title/Supplemental instruction
back to five days a week
4. Complete exit from services
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own

PLEASE NOTE: The decisions being made at the grade level
data team meetings will be student-centered. We will be looking
at what is best for each of the individual students. We
understand that every student presents a unique situation and will
be considered in that manner.

Interventionists will be given an opportunity to present the
information regarding the child in their small-group settings along
with the data to support their perspectives.

Classroom teachers will be given an opportunity to present
information regarding the child in the classroom along with
classroom data to support their viewpoints.

IF there is a situation where the group cannot come to a
consensus on a decision regarding a student, the building
principal will be given extra time to analyze the data that was
presented and will make the final decision regarding that student.
Exit Criteria for 4th Grade Title and RtI Services






Title Students Must Meet Criteria with the DRA and with AIMSweb
Supplemental Students Must Meet Criteria with AIMSweb
DRA Levels MUST be at or above grade level
 Fall – At or above a Level 30
 Winter – At or above a Level 34
 Spring – At or above a Level 40
AIMSweb
 AT LEAST 4 consecutive data points above the aim line
 One data point MUST be at the next benchmark level
 Oral Reading Fluency
 Fall – 112 or above
 Winter – 123 or above
 MAZE - Comprehension
 Fall – 19 or above
 Winter – 19 or above
IF the following requirements have been met, the student will be
brought to the grade level data team meeting to determine the
next step for each student as an individual.
 1. Continue with the current intervention
 2. Change the intervention
 Service other skill deficit
 3. Enter maintenance program
 Cut back services to two days a week for two
weeks while continuing to progress monitor to
ensure student can maintain success with less
services
 If maintains scores with two days of services for
two weeks:
 Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word
fluency, oral reading fluency)
 Continue to progress monitor for three
additional weeks with NO services to ensure
student can maintain success on their own

If student is able to continue successfully without
extra services, officially exit from
Title/Supplemental services
 Send exit letter home for students that
received Title Services
 If scores fall below aim line without
extra instruction, place student back
into Title/Supplemental instruction
 If scores fall below aim line with two days of
services:
 Increase Title/Supplemental instruction
back to five days a week
4. Complete exit from services
 Continue to progress monitor for three additional
weeks with NO services to ensure student can
maintain success on their own

PLEASE NOTE: The decisions being made at the grade level
data team meetings will be student-centered. We will be looking
at what is best for each of the individual students. We
understand that every student presents a unique situation and will
be considered in that manner.

Interventionists will be given an opportunity to present the
information regarding the child in their small-group settings along
with the data to support their perspectives.

Classroom teachers will be given an opportunity to present
information regarding the child in the classroom along with
classroom data to support their viewpoints.

IF there is a situation where the group cannot come to a
consensus on a decision regarding a student, the building
principal will be given extra time to analyze the data that was
presented and will make the final decision regarding that student.
Appendix B:
Marshall Public School District’s Intervention Inventory
Phonemic Awareness Interventions:
Intervention Name:
Grade:
Reading Strand:
Objective/Targeted Skills:
Group Size:
Time:
School Location
and/or Trained Staff:
Corrective Reading provides
intensive, sustained direct instruction
to address deficiencies in decoding
and comprehension. Frequent
interactions between teacher and
students to maximize time spent
learning. Guided and independent
practice and application to gradually
transfer responsibility for learning.
Individual or
Small Group
30 minutes
SPED at West Side
Two primary goals of this intervention
are: to accelerate student; reading
ability, and to help students to quickly
and easily apply the comprehension
and decoding strategies they have
learned to other content area texts.
The ultimate goal of Soar however, is
to increase students; understanding
of what they read through an
approach called reciprocal teaching.
Essentially, reciprocal teaching is a
lively dialogue between the teacher
and the students where students are
taught to use the cognitive strategies
Individual or
Small Group
30 minutes
PA = Phonemic
Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Corrective Reading by SRA
3rd grade
and up;
determined
by
placement
PA
F
P
V
C
Early Success/Soar to
Success
K–5
PA
F
P
V
C
Middle School FACS
Room – All Middle
School Language Arts
teachers are trained,
along with Jess Leibfried,
Mary Jo Hmielewski ,
and Arlene Markell
Title 1 Rooms at Park
Side and West Side
Middle School FACS
Room
of summarizing, clarifying,
questioning, and predicting.
Elkonin (Sound) Boxes
K–2
PA
Segmentation and blending of
phonemes
Individual or
Small Group
5 – 10
minutes
www.readingrocket.com
Fast ForWord® Language builds
fundamental cognitive skills of
memory, attention, processing, and
sequencing in the context of key
language and reading skills, including
listening accuracy, phonological
awareness, and language structures.
Programs in the Fast ForWord® to
Reading series provide the next
sequence of cognitive skills designed
to help students acquire reading
skills.
Individual
40 – 45
minutes
Web-based Program:
Practice letter names, letter sounds,
sight words
Individual or
Small Group
P
Fast ForWord
K–8
PA
F
P
Incremental Rehearsal
K–6
PA
F
Park Side, West Side,
and Middle School
10 minutes
Title I Rooms at Park
Side and West Side;
www.rti4teachers.com
P
Lindamood-Bell LiPS
K–6
PA
P
Lindamood-Bell
K–6
PA
Stimulates phonemic awareness.
Individuals become aware of the
mouth actions which produce speech
sounds. This awareness becomes the
means of verifying sounds within
words and enables individuals to
become self-correcting in reading and
spelling, and speech
Individual,
Small Group,
or Whole
Group
Varies
Title I Rooms at Park
Side and West Side
Supplemental/intervention program
designed to instruct and improve
Individual,
Small Group,
Varies
Title I Rooms at Park
Seeing Stars
P
F
Reading Mastery
K–6
(Direct Instruction)
PA
F
P
C
V
Say It, Move It
K–4
PA
students’ phonemic awareness, sight
word knowledge and spelling through
the development of symbol imagery
and integrate that imagery with
language as a basis for language
comprehension and thinking.
or Whole
Group
Reading Mastery is available in two
versions, Reading Mastery Classic
levels I and II (for use in grades K–3)
and Reading Mastery Plus, an
integrated reading language program
for grades K–6. The program begins
by teaching phonemic awareness and
sound-letter correspondence and
progresses to word and passage
reading, vocabulary development,
comprehension, and building oral
reading fluency. Later lessons
emphasize accurate and fluent
decoding while teaching students the
skills necessary to comprehend and
learn from expository text.
Individual or
Small Group
Phonemic Awareness
Individual or
Small Group
5 min
Title I Rooms at Park
Side and West Side
Empower Teacher explicit instruction
lessons for K-3, Activities in Phonemic
Awareness, Phonics, Fluency,
Vocabulary, and Comprehension
Individual,
Small Group,
or Whole
Group
Varies
www.fcrr.org
P
Side and West Side
30 minutes
Park Side (SPED Reading Curriculum)
Title I Room at West
Side, Middle School
FACS Room
Resources to use with Explicit Instruction:
Florida Center for
Reading Research
K–5
PA
F
Student Center
Activities
P
C
V
Reading A-Z ReadingTutor
PreK – 5
PA
F
Tutor lessons designed for student
needing Tier 3 intervention in any of
the key 5 areas of reading.
Individual or
Small Group
Varies
www.readinga-z.com
A systematic phonics approach, in
conjunction with phonemic
awareness practice is perfect for
preschool, kindergarten, first grade,
second grade, special education,
home school, and English language
development (ELD, ELL, ESL).
Individual
Varies
www.starfall.com
Computer program working to
prepare students for MCA
Individual
Varies
www.studyisland.com
P
V
C
starfall.com
PreK – 4
PA
F
P
V
C
Study Island
2 – 12
PA
F
P
V
C
Phonics Interventions
Intervention Name:
Grade:
Reading Strand:
Objective/Targeted Skills:
Group Size:
Time:
School Location
and/or Trained Staff:
Corrective Reading provides
intensive, sustained direct instruction
to address deficiencies in decoding
and comprehension. Frequent
interactions between teacher and
students to maximize time spent
learning. Guided and independent
practice and application to gradually
transfer responsibility for learning.
Individual or
Small Group
30 minutes
SPED at West Side
Two primary goals of this intervention
are: to accelerate student; reading
ability, and to help students to quickly
and easily apply the comprehension
and decoding strategies they have
learned to other content area texts.
The ultimate goal of Soar however, is
to increase students; understanding
of what they read through an
approach called reciprocal teaching.
Essentially, reciprocal teaching is a
lively dialogue between the teacher
and the students where students are
taught to use the cognitive strategies
Individual or
Small Group
30 minutes
PA = Phonemic
Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Corrective Reading by
SRA
3rd grade
and up;
determined
by
placement
P
F
PA
V
C
Early Success/Soar to
Success
K–5
P
F
PA
V
C
Middle School FACS
Room – All Middle
School Language Arts
teachers are trained,
along with Jess Leibfried,
Mary Jo Hmielewski ,
and Arlene Markell
Title 1 Rooms at Park
Side and West Side
Middle School FACS
Room
of summarizing, clarifying,
questioning, and predicting.
Elkonin (Sound) Boxes
K–2
P
Segmentation and blending of
phonemes
Individual or
Small Groups
5-10
minutes
www.readingrocket.com
Fast ForWord® Language builds
fundamental cognitive skills of
memory, attention, processing, and
sequencing in the context of key
language and reading skills, including
listening accuracy, phonological
awareness, and language structures.
Programs in the Fast ForWord® to
Reading series provide the next
sequence of cognitive skills designed
to help students acquire reading
skills.
Individual
40 – 45
minutes
Web-based Program:
Practice letter names, letter sounds,
sight words
Individual or
Small Group
10 minutes
Title I Rooms at Park
Side and West Side;
PA
Fast ForWord
K–8
P
F
PA
Incremental Rehearsal
K–6
P
Park Side, West Side,
and Middle School
F
www.rti4teachers.com
PA
Lindamood-Bell LiPS
K–6
P
PA
Lindamood-Bell
K–6
P
Stimulates phonemic awareness.
Individuals become aware of the
mouth actions which produce speech
sounds. This awareness becomes the
means of verifying sounds within
words and enables individuals to
become self-correcting in reading and
spelling, and speech
Individual,
Small Group,
or Whole
Group
Varies
Title I Rooms at Park
Side and West Side
Supplemental/intervention program
designed to instruct and improve
Individual,
Small Group,
Varies
Title I Rooms at Park
Seeing Stars
PA
F
Reading Mastery
K–6
(Direct Instruction)
P
F
PA
C
V
Say It, Move It
K–4
P
students’ phonemic awareness, sight
word knowledge and spelling through
the development of symbol imagery
and integrate that imagery with
language as a basis for language
comprehension and thinking.
or Whole
Group
Reading Mastery is available in two
versions, Reading Mastery Classic
levels I and II (for use in grades K–3)
and Reading Mastery Plus, an
integrated reading language program
for grades K–6. The program begins
by teaching phonemic awareness and
sound-letter correspondence and
progresses to word and passage
reading, vocabulary development,
comprehension, and building oral
reading fluency. Later lessons
emphasize accurate and fluent
decoding while teaching students the
skills necessary to comprehend and
learn from expository text.
Individual or
Small Group
Phonemic Awareness
Individual or
Small Group
5 min
Title I Rooms at Park
Side and West Side
SRA’s Reading Laboratories provide
individualized reading instruction to a
whole classroom of readers at
different levels. The Labs offer lessons
in phonics, decodable text, timed
reading and fluency, comprehension,
vocabulary, test preparation, and
literature.
Individual
20 – 30
minutes
1st grade
A systematic, sequential Phonics
program to build the essential literacy
Individual,
Small Group,
PA
SRA Kits
1st grade
P
3 – 12
C
V
VoWac
K–4
P
Side and West Side
30 minutes
Park Side (SPED Reading Curriculum)
Title I Room at West
Side, Middle School
FACS Room
5th grade LA Rooms
6th grade LA Rooms
Middle School FACS
Room
20 – 30
Title/SPED
Words Their Way
K–4
P
V
skills needed for reading success:
phonological awareness, decoding,
spelling
or Whole
Group
minutes
Students will learn the regularities,
patterns, and conventions of English
Orthography needed to read and spell
successfully
Individual,
Small Group,
or Whole
Group
10 – 15
minutes
K – 4 Pilot Program
Empower Teacher explicit instruction
lessons for K-3, Activities in Phonemic
Awareness, Phonics, Fluency,
Vocabulary, and Comprehension
Individual,
Small Group,
or Whole
Group
Varies
www.fcrr.org
Tutor lessons designed for student
needing Tier 3 intervention in any of
the key 5 areas of reading.
Individual or
Small Group
Varies
www.readinga-z.com
A systematic phonics approach, in
conjunction with phonemic
awareness practice is perfect for
preschool, kindergarten, first grade,
second grade, special education,
home school, and English language
development (ELD, ELL, ESL).
Individual
Varies
www.starfall.com
Resources to use with Explicit Instruction:
Florida Center for
Reading Research
K–5
P
PA
Student Center
Activities
F
C
V
Reading A-Z ReadingTutor
PreK – 5
P
PA
F
V
C
starfall.com
PreK – 4
P
PA
F
V
C
Study Island
2 – 12
P
PA
F
V
C
Computer program working to
prepare students for MCA
Individual
Varies
www.studyisland.com
Fluency Interventions:
Intervention Name:
Grade:
Reading Strand:
Objective/Targeted Skills:
Group Size:
Time:
School Location
and/or Trained
Staff:
Corrective Reading provides
intensive, sustained direct instruction
to address deficiencies in decoding
and comprehension. Frequent
interactions between teacher and
students to maximize time spent
learning. Guided and independent
practice and application to gradually
transfer responsibility for learning.
Individual or
Small Group
30 minutes
SPED at West Side
Two primary goals of this intervention
are: to accelerate student; reading
ability, and to help students to quickly
and easily apply the comprehension
and decoding strategies they have
learned to other content area texts.
The ultimate goal of Soar however, is
to increase students; understanding
of what they read through an
approach called reciprocal teaching.
Essentially, reciprocal teaching is a
lively dialogue between the teacher
and the students where students are
Individual or
Small Group
30 minutes
PA = Phonemic
Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Corrective Reading by
SRA
3rd grade
and up;
determined
by
placement
F
PA
P
V
C
Early Success/Soar to
Success
K–5
F
PA
P
V
C
Middle School FACS
Room – All Middle
School Language Arts
teachers are trained,
along with Jess
Leibfried, Mary Jo
Hmielewski , and
Arlene Markell
Title 1 Rooms at Park
Side and West Side
Middle School FACS
Room
taught to use the cognitive strategies
of summarizing, clarifying,
questioning, and predicting.
Fast ForWord
K–8
F
PA
P
Flash Fluency
1–5
F
Fast ForWord® Language builds
fundamental cognitive skills of
memory, attention, processing, and
sequencing in the context of key
language and reading skills, including
listening accuracy, phonological
awareness, and language structures.
Programs in the Fast ForWord® to
Reading series provide the next
sequence of cognitive skills designed
to help students acquire reading skills.
Individual
Flash Fluency 10-10-10 has been
developed by The Positive
Engagement Project to help students
receive plenty of opportunity to
practice the most frequently used "no
excuse" words and grade appropriate
academic vocabulary in a format that
is fun and motivating. It is comprised
of four levels, (Tide Pool, Low Tide,
High Tide, and Tidal Wave), while
maintaining consistency with how
students progress through the Tests in
each of the levels. In addition, each
level has the previous level(s)
automatically embedded into it to
provide additional practice for
Individual
Small Groups
40 – 45
minutes
Web-based Program:
5 – 10
minutes
Title I Rooms at Park
Side and West Side
Park Side, West Side,
and Middle School
students who need it while allowing
quick review and movement to higher
students, allowing all levels of readers
to have a sense of accomplishment
and success based upon their own
individual abilities.
Incremental Rehearsal
K–6
F
P
Practice letter names, letter sounds,
sight words
Individual or
Small Group
10 minutes
Title I Rooms at Park
Side and West Side;
www.rti4teachers.com
PA
Jamestown Readers
5–8
F
C
Lindamood-Bell Seeing
Stars
K–6
F
PA
P
Read Naturally
3–8
F
High-interest, nonfiction selections
followed by exercises in reading
comprehension and critical thinking
skills and fluency probes
Individual or
Small Group
20 – 30
minutes
Middle School FACS
Room
Supplemental/intervention program
designed to instruct and improve
students’ phonemic awareness, sight
word knowledge and spelling through
the development of symbol imagery.
Individual or
Small Group
30 minutes
Title I Rooms at Park
Side and West Side
To increase fluent reading and
comprehension on passages for
students who read with high
accuracy, show benefit from repeated
practice on the same passage, &
demonstrate poor comprehension of
passages read
Individual or
Small Group
20 – 30
minutes
Title I Rooms at West
Side and
SPED Rooms at Middle
School
Reading Mastery
K–6
(Direct Instruction)
F
PA
P
C
V
Six Minute Solution
5–8
F
Reading Mastery is available in two
versions, Reading Mastery Classic
levels I and II (for use in grades K–3)
and Reading Mastery Plus, an
integrated reading language program
for grades K–6. The program begins
by teaching phonemic awareness and
sound-letter correspondence and
progresses to word and passage
reading, vocabulary development,
comprehension, and building oral
reading fluency. Later lessons
emphasize accurate and fluent
decoding while teaching students the
skills necessary to comprehend and
learn from expository text.
Individual or
Small Group
Involves partner reading, where
Partner 1 reads for one minute and
then Partner 2 reads the same
passage. The goal of the program is
to help teachers provide students
with concentrated practice on
phonetic elements, sight word
vocabulary, and expository passage
reading in order to build overall
fluency.
Individual,
Small Group,
or Whole
Group,
10 minutes
Language Arts
Classrooms at Middle
School and Middle
School FACS Room
Empower Teacher explicit instruction
lessons for K-3, Activities in Phonemic
Awareness, Phonics, Fluency,
Vocabulary, and Comprehension
Individual,
Small Group,
or Whole
Group
Varies
www.fcrr.org
30 minutes
Park Side (SPED Reading Curriculum)
Title I Room at West
Side, Middle School
FACS Room
Resources to use with Explicit Instruction:
Florida Center for
Reading Research
Student Center
Activities
K–5
F
PA
P
C
V
Reading A-Z ReadingTutor
PreK – 5
F
PA
Tutor lessons designed for student
needing Tier 3 intervention in any of
the key 5 areas of reading.
Individual or
Small Group
Varies
www.readinga-z.com
A systematic phonics approach, in
conjunction with phonemic
awareness practice is perfect for
preschool, kindergarten, first grade,
second grade, special education,
home school, and English language
development (ELD, ELL, ESL).
Individual
Varies
www.starfall.com
Computer program working to
prepare students for MCA
Individual
Varies
www.studyisland.com
To increase fluent reading particularly
for students who often lose their spot
when reading who just don’t get to
the next word quickly enough & who
benefit from a delayed model for
correct word reading
Individual
10 - 20 min
K-4 teachers are
trained
P
V
C
starfall.com
PreK – 4
F
PA
P
V
C
Study Island
2 – 12
F
PA
P
V
C
Minnesota Reading Corps Interventions:
Duet Reading
1–8
F
Title I Rooms at Park
Side and West Side
Newscaster
Pencil Tap
Repeated Reading w/
Comprehension
1–8
1–5
1–5
F (Prosody)
F
F
C
Stop/Go
1–5
F
To increase fluency and prosody for
students who have difficulty with
phrasing and expression who benefit
from repeated modeling to increase
accuracy
Individual
To increase reading fluency for
students who make many reading
errors which they do not
independently self correct & who
demonstrate the skills to correct
words reading error when cued to do
so
Individual
To increase fluent reading and
comprehension on passages for
students who read with high
accuracy, show benefit from repeated
practice on the same passage, &
demonstrate poor comprehension of
passages read
Individual
To increase reading fluency for
students who appear to ignore
sentence end marks or other
punctuation & who demonstrate poor
phrasing or many word or phrase
repetitions in oral reading
Individual
10 - 20 min
K-4 teachers are
trained
Title I Rooms at Park
Side and West Side
10 - 20 min
K-4 teachers are
trained
Title I Rooms at Park
Side and West Side
20 min
K-4 teachers are
trained
Title I Rooms at Park
Side and West Side
20 min
K-4 teachers are
trained
Title I Rooms at Park
Side and West Side
Comprehension Interventions:
Intervention Name:
Grade:
Reading Strand:
Objective/Targeted Skills:
Group Size: Time:
School Location
and/or Trained Staff:
Corrective Reading provides
intensive, sustained direct instruction
to address deficiencies in decoding
and comprehension. Frequent
interactions between teacher and
students to maximize time spent
learning. Guided and independent
practice and application to gradually
transfer responsibility for learning.
Individual or
Small Group
30 minutes
SPED at West Side
Two primary goals of this intervention
are: to accelerate student; reading
ability, and to help students to quickly
and easily apply the comprehension
and decoding strategies they have
learned to other content area texts.
The ultimate goal of Soar however, is
to increase students; understanding
of what they read through an
approach called reciprocal teaching.
Essentially, reciprocal teaching is a
lively dialogue between the teacher
and the students where students are
Individual or
Small Group
30 minutes
PA = Phonemic
Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Corrective Reading by
SRA
3rd grade
and up;
determined
by
placement
C
F
PA
P
V
Early Success/Soar to
Success
K–5
C
F
PA
P
V
Middle School FACS
Room – All Middle
School Language Arts
teachers are trained,
along with Jess
Leibfried, Mary Jo
Hmielewski , and
Arlene Markell
Title 1 Rooms at Park
Side and West Side
Middle School FACS
Room
taught to use the cognitive strategies
of summarizing, clarifying,
questioning, and predicting.
Jamestown Readers
5–8
C
F
Lindamood-Bell
K–6
C
Visualizing and
Verbalizing
(to be trained in the
fall)
Reading Mastery
K–6
(Direct Instruction)
C
F
PA
P
V
SRA Kits
1st grade
C
High-interest, nonfiction selections
followed by exercises in reading
comprehension and critical thinking
skills and fluency probes
Individual or
Small Group
20 – 30
minutes
Middle School FACS
Room
The Visualizing and Verbalizing®
program develops concept imagery
for both oral and written language.
Through a series of steps, students
learn to create an imaged gestalt and
integrate that imagery with language
as a basis for language
comprehension and thinking.
Whole
Group,
varies
Title I Rooms at Park
Side and West Side
Reading Mastery is available in two
versions, Reading Mastery Classic
levels I and II (for use in grades K–3)
and Reading Mastery Plus, an
integrated reading language program
for grades K–6. The program begins
by teaching phonemic awareness and
sound-letter correspondence and
progresses to word and passage
reading, vocabulary development,
comprehension, and building oral
reading fluency. Later lessons
emphasize accurate and fluent
decoding while teaching students the
skills necessary to comprehend and
learn from expository text.
Individual or
Small Group
30 minutes
Park Side (SPED Reading Curriculum)
SRA’s Reading Laboratories provide
individualized reading instruction to a
Individual
Small
Group,
Individual,
Small
Group, or
Whole
Group
Title I Room at West
Side, Middle School
FACS Room
20 – 30
1st grade
3 – 12
P
V
whole classroom of readers at
different levels. The Labs offer lessons
in phonics, decodable text, timed
reading and fluency, comprehension,
vocabulary, test preparation, and
literature.
minutes
5th grade LA Rooms
6th grade LA Rooms
Middle School FACS
Room
Resources to use with Explicit Instruction:
Florida Center for
Reading Research
K–5
C
F
Student Center
Activities
PA
Empower Teacher explicit instruction
lessons for K-3, Activities in Phonemic
Awareness, Phonics, Fluency,
Vocabulary, and Comprehension
Individual,
Small
Group, or
Whole
Group
Varies
www.fcrr.org
Tutor lessons designed for student
needing Tier 3 intervention in any of
the key 5 areas of reading.
Individual or
Small Group
Varies
www.readinga-z.com
A systematic phonics approach, in
conjunction with phonemic
awareness practice is perfect for
preschool, kindergarten, first grade,
second grade, special education,
home school, and English language
development (ELD, ELL, ESL).
Individual
Varies
www.starfall.com
P
V
Reading A-Z ReadingTutor
PreK – 5
C
F
PA
P
V
starfall.com
PreK – 4
C
F
PA
P
V
Study Island
2 – 12
C
Computer program working to
prepare students for MCA
Individual
Varies
www.studyisland.com
To increase fluent reading and
comprehension on passages for
students who read with high
accuracy, show benefit from repeated
practice on the same passage, &
demonstrate poor comprehension of
passages read
Individual
20 min
K-4 teachers are
trained
F
PA
P
V
Minnesota Reading Corps Interventions:
Repeated Reading w/
Comprehension
1–5
C
F
Title I Rooms at Park
Side and West Side
Vocabulary Interventions:
Intervention Name:
Grade:
Reading Strand:
Objective/Targeted Skills:
Group Size: Time:
School Location
and/or Trained Staff:
Corrective Reading provides
intensive, sustained direct instruction
to address deficiencies in decoding
and comprehension. Frequent
interactions between teacher and
students to maximize time spent
learning. Guided and independent
practice and application to gradually
transfer responsibility for learning.
Individual or
Small Group
30 minutes
SPED at West Side
Two primary goals of this intervention
are: to accelerate student; reading
ability, and to help students to quickly
and easily apply the comprehension
and decoding strategies they have
learned to other content area texts.
The ultimate goal of Soar however, is
to increase students; understanding
of what they read through an
approach called reciprocal teaching.
Essentially, reciprocal teaching is a
lively dialogue between the teacher
and the students where students are
Individual or
Small Group
30 minutes
PA = Phonemic
Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Corrective Reading by SRA
3rd grade
and up;
determined
by
placement
V
PA
F
P
C
Early Success/Soar to
Success
K–5
V
PA
F
P
C
Middle School FACS
Room – All Middle
School Language Arts
teachers are trained,
along with Jess
Leibfried, Mary Jo
Hmielewski , and
Arlene Markell
Title 1 Rooms at Park
Side and West Side
Middle School FACS
Room
taught to use the cognitive strategies
of summarizing, clarifying,
questioning, and predicting.
Reading Mastery
K–6
(Direct Instruction)
V
PA
F
P
C
SRA Kits
1st grade
V
3 – 12
P
C
Words Their Way
K–4
V
P
Reading Mastery is available in two
versions, Reading Mastery Classic
levels I and II (for use in grades K–3)
and Reading Mastery Plus, an
integrated reading language program
for grades K–6. The program begins
by teaching phonemic awareness and
sound-letter correspondence and
progresses to word and passage
reading, vocabulary development,
comprehension, and building oral
reading fluency. Later lessons
emphasize accurate and fluent
decoding while teaching students the
skills necessary to comprehend and
learn from expository text.
Individual or
Small Group
SRA’s Reading Laboratories provide
individualized reading instruction to a
whole classroom of readers at
different levels. The Labs offer lessons
in phonics, decodable text, timed
reading and fluency, comprehension,
vocabulary, test preparation, and
literature.
Individual
Students will learn the regularities,
patterns, and conventions of English
Orthography needed to read and spell
successfully
Individual,
Small
Group, or
Whole
Group
30 minutes
Park Side (SPED Reading Curriculum)
Title I Room at West
Side, Middle School
FACS Room
20 – 30
minutes
1st grade
5th grade LA Rooms
6th grade LA Rooms
Middle School FACS
Room
10 – 15
minutes
K – 4 Pilot Program
Resources to use with Explicit Instruction:
Florida Center for
Reading Research
K–5
V
C
Student Center
Activities
F
Empower Teacher explicit instruction
lessons for K-3, Activities in Phonemic
Awareness, Phonics, Fluency,
Vocabulary, and Comprehension
Individual,
Small
Group, or
Whole
Group
Varies
www.fcrr.org
Tutor lessons designed for student
needing Tier 3 intervention in any of
the key 5 areas of reading.
Individual or
Small Group
Varies
www.readinga-z.com
A systematic phonics approach, in
conjunction with phonemic
awareness practice is perfect for
preschool, kindergarten, first grade,
second grade, special education,
home school, and English language
development (ELD, ELL, ESL).
Individual
Varies
www.starfall.com
Computer program working to
prepare students for MCA
Individual
Varies
www.studyisland.com
PA
P
Reading A-Z ReadingTutor
PreK – 5
V
C
F
PA
P
starfall.com
PreK – 4
V
C
F
PA
P
Study Island
2 – 12
V
C
F
PA
P