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Instruction and Intervention Tier 1, Tier 2, Tier 3

TIER I TIER II TIER III Emerging/grade level CORE Curriculum Emerging/low emerging CORE + intervention Significantly below grade level CORE + Intervention or GRADE Reduced/Replaced CORE + Intervention Instructional Time & Instructional Time & Program Time Options Group Size Options Group Size Options 90 minutes National Geographic Add 10 – 15 95% Group Phonemic Add 30 + Minutes daily Heggerty Reach for Minutes daily Awareness Leveled Small Group daily Small/Large Group Library Read Well K Classroom Supplemental Materials from ELA Map Add minutes – Title 95% Group toolkit (Different in every One/ Supplemental Lesson Library school -Ed Ex said Orton Gillingham do not share w/other Read Well K (lit and approach schools) learning specialists deliver) consider Heggerty for Tier 1 for K with training Needs small group w/ resources (leveled Dyslexia toolkit not decodable texts) many teachers know about these?

Heggerty

Lexia 90 minutes National Geographic Add 20 - 30 95% Group Phonemic Add 30 + Minutes daily Heggerty Reach for Reading minutes daily Awareness Leveled Small Group 1 daily Small group Library Read Well Classroom Supplemental Materials from ELA Map 95% Group Phonics Dyslexia toolkit Add minutes – Title Lesson Library Heggerty One/ Supplemental Orton Gillingham Read Well 1 (lit and approach learning specialists deliver)

Dyslexia toolkit

Haggerty

Lexia

90 minutes National Geographic Add 30 minutes 3 95% Group Phonics Add 30 + Minutes daily Corrective Reading A Reach for Reading times per week Lesson Library Small Group 2 daily Small group Dyslexia response Classroom Supplemental Materials 95% Group here (delivered by from ELA Map Add minutes – Title Multisyllabic Routine Learning Specialist or One/ Supplemental Cards Lit Specialist)

Lexia Dyslexia toolkit

Heggerty

Orton Gillingham approach 90 minutes National Geographic Add 20 - 30 95% Group Phonemic Add 30 + Minutes daily Corrective Reading Reach for Reading minutes daily Awareness Leveled Small Group B1, B2 daily Small group Library Classroom Supplemental Materials Rewards 3 from ELA Map 95% Group Phonics Add minutes – Title Lesson Library Phonics for Reading Heggerty One/ Supplemental Read Well 2 Dyslexia toolkit

Dyslexia toolkit Heggerty

Heggerty Read Well

Lexia Orton Gillingham approach

90 minutes National Geographic Add 30 minutes 3 Surge Add 30 + Minutes daily Corrective Reading B1, Reach for Reading times per week Small Group B2, C daily Small group Lexia Classroom Supplemental Materials Phonics for Reading 4 from ELA Map Add minutes – Title One/ Supplemental Rewards

Dyslexia toolkit

Heggerty

Read Well

Orton Gillingham approach

90 minutes National Geographic Add 30 minutes 3 Vocabulary Surge Add 30 + Minutes daily Corrective Reading B1, Reach for Reading times per week Small Group B2, C daily Small group Lexia Classroom Supplemental Materials Rewards 5 from ELA Map Add minutes – Title One/ Supplemental Phonics for Reading

Dyslexia toolkit

Read Well

Heggerty

Orton Gillingham approach

43-51 Novel Studies 43-51 minutes daily Academic Support 43-51 minutes daily + Read 180 + Core LA Classes Center Core LA Classes - 6, 7, 8 minutes Lit Circles (~10 - 20 students) - Goal setting (~2-10 students) - Comprehension daily - Managing - Glencoe - Responsibilities - Vocabulary - Test taking strategies - Growth Mindset Arts Classes Supplemental Materials - Self advocacy - Snap & Read/Co- from ELA Map 28 minutes 3 times - Managing Writer a week Advisory assignments and Explicit vocabulary (~10 - 20 students) projects Reading Strategies instruction - Snap & Read/Co- - Phonics Writer - Orton Gillingham Differentiated approach instruction and tier 1 Advisory intervention - Vocabulary scaffolding as needed - Preteaching - Snap & Read/Co- - Reteaching Writer Universal - Explicit instruction accommodations such based on targeted System 44 as Snap & Read/Co- needs - Decoding/phonics Writer - Extended time to work - Fluency with content and - Spelling teacher - Snap & Read/Co- - Snap & Read/Co- Writer Writer Tier 3 Program Targeted Program Research-based PA P F V C W Students Description Practices

Corrective Reading Decoding Grades 3-12 • Supplemental reading intervention • Direct instruction (A, B1, B2) • Targets , • Systematic and explicit phonics, and vocabulary to • Mastery based learning increase decoding skills • Progress monitoring McGraw Hill • Recommended instructional time: 45-50 minutes daily

► Phonics for Reading Grades 3-6 • Supplemental reading intervention • Systematic and explicit ► may be used • Targets phonemic awareness, • Mastery based learning in grades 1-2 phonics, and vocabulary to increase • Progress monitoring decoding skills • Recommended instructional time: 45-50 minutes daily

Read Naturally™ Grades 1-8 • Supplementary fluency program • Teacher modeling • Nonfiction stories: levels 1-8 • Repeated • Audio/software versions • Progress monitoring • Read Live (web based) • Recommended instructional time: 30 min/day

►Read Well® K, 1, and 2 • Read Well K - • Comprehensive literacy curriculum • Differentiated instruction VoyagerSopris Learning™ Kindergarten when paired with RW Composition & • Systematic and explicit • Read Well 1 - 1st RW Spelling and • Mastery-based learning and 2nd graders • Recommended instructional time: • Progress monitoring • Read Well 2 - 2nd - RW 30-40 min/day and 3rd graders - RW Comp 30 min/day - RW Spelling & Writing: 20 min/day

Reading Mastery Grades K-5 • Supplemental reading intervention Signature Edition 2008 • Targets phonemic awareness, phonics, and vocabulary and beginning McGraw Hill Education comprehension skills • Recommended instructional time 30-45 minutes daily

REWARDS® Grades 4-12 • 25 lessons • Direct instruction (Reading Excellence: • Students whose • Targeted strategy instruction for • Systematic and explicit Word Attack and Rate reading skills are decoding multi- syllabic words • Intensive Development) at least at a mid • Recommended instructional time: 60 • Gradual release model 2nd grade level min/day for 6 weeks or 30 min/day for • Progress monitoring • Students who 12 weeks Intermediate: Grades 4-6 have mastered single syllable Secondary: Grades 7-12 words and are ready for VoyagerSopris Learning™ multisyllabic words

Read 180 Grades 6-8 • Three prong approach: small group • Direct instruction • Students whose instruction, independent reading, • Systematic and explicit reading skills are student application • Intensive one or more • Targeted strategy instruction for • Student interest based Secondary: Grades 6 -12 grade levels decoding multi- syllabic words • Progress monitoring below • Vocabulary, comprehension, spelling • Frequent and multiple • Students who are and growth mindset focus feedback methods not meeting • 43 - 51 minutes daily until student SBAC reaches grade level and has benchmarks teacher recommendation. • Students who are referred by a teacher System 44 Grades 6-8 • 43 - 51 minutes daily until they • Direct instruction • Students whose complete the 44 lessons and have • Systematic and explicit decoding skills grade level fluency and a Lexile above • Intensive are in the pre, 600 or phonics inventory above 20 • Student interest based beginning or • Students receive instruction • Progress monitoring developing in morphology and word study • Frequent and multiple Secondary: Grades 6-12 decoder range simultaneously feedback methods • Students who are • Fluency practice with targeted decoding not meeting state skills benchmarks • Students who may have a higher lexile but show indicators of dyslexia that impact their fluency

Reading Strategies Course Grades 6-8 • 43 - 51 minutes daily until a minimum of • Direct Instruction • Students whose 11 on the phonics inventory then move • Explicit Orton Gillingham decoding skills to System 44 and/or Read 180 • Systematic & Cumulative are in the pre- or • Instruction is primarily focused on • Intensive beginning accurate decoding and encoding. • Multisensory decoder range. (Developing sound/symbol • Errorless Learning Intermediate: Grades 6-8 • Students who are correspondence) not meeting state benchmarks. • Students who are reading several years below grade level

PA-Phonemic Awareness P-Phonics F-Fluency V-Vocabulary C-Comprehension W-Writing

Covers most to all aspects of this literacy element

Covers some aspects of this literacy element

Indicates programs with evidence of effectiveness for students with dyslexia. 21