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Miami Dade County Public Schools Department of English Language Arts (Elementary) Administrators Guide for Effective Implementation of Reading Intervention Who meets criteria  The primary factor in determining if a student meets Probability of Literacy Success Cut Scores (Placement criteria may change after the to receive Reading criteria to received Reading Interventions is their (PLS) implementation of the NEW FAIR-FS) Interventions? Probability of Literacy Success on the FAIR-FS. st  For further assistance with proper student placement into Kindergarten & 1 grade – (0-16% Priority 1), (16-39% Priority 2) Statute 6A-6.054 WonderWorks® ® and Adaptive Learning® refer to the (40-85% based on resources) “WonderWorks® Tier 2 Resources” grade specific packet provided by the RtI department. (Click Link Below) Second Grade – (0-16% &or LC – Priority 1) (16-39% &or LC-Listening Comprehension & http://attachmentManagerFiles.dadeschools.net/getFile.a TDI-Targeted Diagnostic Inventory – Priority 2) (40 to below 84% based on resources) shx?id=n5YHsmMZRHCmwo9QvP1I7~! pviRTqZwAAB8QgSwYeH5xJzEpk8FDd6g==&app=Attachme Third - Fifth Grade – WRT < 30% (Priority 1) WRT, VKT, SKT > 30% (Priority 2) ntManager PLS > 85% based on resources)  Utilize 2014 AP3 FAIR data to place students in intervention at the beginning of the school year. WonderWorks® ® Kindergarten and First Grade Second through Fifth Grade Program (One Phonics Lesson Behind the Whole Group Instruction) ACT- Aligned with the current Unit/Week of instruction in Whole Group Components Foundational Skills Kit: Foundational Skills Lesson Cards Kit for ( Non-Fluent) Readers Lesson Cards ACT (Access Complex Text) (Fluent Readers) : Blackline Masters (Practice and Assessment Books) Teacher Editions One kit per interventionist Interactive Worktexts (may be consumable) AND Apprentice Level (Leveled Readers) Adaptive Learning Decodable Readers (Second Grade ONLY) (Computer Based Foundational Skills Intervention) Blackline Masters (Practice and Assessment Books) Unit Assessments Student Progression Interventions for RtI/MTSS - In grades K-5, a minimum of 30 The student progression plan states that a minimum of 30 minutes of instruction each of Plan/Scheduling minutes of uninterrupted, daily, immediate intensive art and music and 60 minutes for social science per week must be provided. For physical Requirements intervention (iii),is required for Tier 2 students in addition to education, per statutory language, time requirements may be modified for students instruction in the 90minute reading block as defined by the K- requiring intervention in Tiers 2 and 3 with a minimum of 60 minutes of instruction 12 CRRP. required PER WEEK.

Suggested  One identified teacher per grade as the “Grade Level Scheduling Best Practices: Implementation Interventionist”. “Grade Level Interventionist” schedule  Schedule the intervention for the student at the same time every day by grade level Models adjusted to allow for pulling of groups daily for continuity and consistency  Teacher delivering intervention (no more than two grade  Schedule no more than 2 grade levels at the same time for monitoring and support levels) purposes  Hourly personnel pulling several groups per day  Avoid scheduling interventions at the beginning or end of the day (compromised  Special Area teachers pulling several groups per day instructional time)  Avoid assigning multiple interventionists to a student  Schedule students to intervention groups based on reading data  Include intervention time into the master schedule  Once groups have been identified, develop separate intervention schedules for

Office of Academics and Transformation, Department of English Language Arts (Elementary), 2014-2015 Page 1 Miami Dade County Public Schools Department of English Language Arts (Elementary) Administrators Guide for Effective Implementation of Reading Intervention each interventionist/group Sample Schedules In grades K-5, a minimum of 30 minutes of uninterrupted, Grades 2-5 Sample Intervention Schedule daily, immediate intensive intervention (iii), is required for Tier 2 students in addition to instruction in the 90 minute reading Timeframe Monday Tuesday Wednesday Thursday Friday block as defined by the K-12 CRRP. Individual intervention 11:35- 30 Min- 30 Min- Intervention 30 Min- 30 Min- beyond the initial block and iii is required for students which 12:35am Intervention Intervention Intervention Intervention have been identified through the RtI/MTSS process as Tier 3. 30 Min-Art 30 Min-PE 30 Min- 30 Min-PE 30 Min- Social Music Based on RtI/MTSS, time requirements for these students, Science/ Special Area including students with disabilities, may be modified in art, music and social science. A minimum of 30 minutes of instruction each for art and music and 60 minutes for social science per week must be provided.

For physical education, per statutory language, time requirements may be modified for students requiring intervention in Tiers 2 and 3 with a minimum of 60 minutes of instruction required per week.

Evidence of the  Student work folders with the following components: implementation of o Attendance Logs (Click link below for a sample) http://attachmentManagerFiles.dadeschools.net/getFile.ashx? WonderWorks® id=63dQJwXbEvGk9k/zXmgBWppup3bA7Ujz8LmLw5H/ESXJHj/zBFoq4w==&app=AttachmentManager o Graphic Organizer o Completed Sentence Summary Frames o Respond to Reading Questions Answered o Write About Reading o Weekly Assessments o Unit Assessments Intervention Exit Evidence of mastery on the Unit Assessment in Wonders and evidence of mastery in the WonderWorks® Week 6 Assessment. Requirements (Click link below for OPM Response Rates) http://attachmentManagerFiles.dadeschools.net/getFile.ashx?id=zjZjtwUqKu7bk02JLXgAwzUGYmKBLKnrgc7cQ93U~!Vs=&app=AttachmentManager

Office of Academics and Transformation, Department of English Language Arts (Elementary), 2014-2015 Page 2