MSBSD Tiered Plan of Services: Elementary Literacy Guidelines

Tier I / Goal: Students at grade level will maintain or exceed grade level. / Universal Access
Instruction:
  • Core curriculum/program implemented with fidelity
  • K-5 120 minutes
/
  • 150 minutes recommended for 1st
  • Instruction/strategies differentiated to meet individual needs

Grouping:
  • Whole group
  • Flexible small groups
/
  • Data driven
  • Linked to daily core lesson
  • Students may be members of more than one group

Progress monitoring (PM):
  • Teacher observation
  • Program assessments
/
  • Checklists
  • Benchmark AIMSweb/MAP

Programs/Strategy / Grade / Target area / Programs/Strategy / Grade / Target area
Core program / K-5 / PA, P, F, V, C. W / Workshop differentiation / K-5 / PA, P, F, V, C. W
Core supplemental materials: intervention guide, enrichment, ELL guide (tied to daily lessons) / K-5 / PA, P, F, V, C. W / Tutor (volunteer) help with sight words, decodable books, etc. / K-5 / PA, P, F, V, C. W
Reteach and preteach as needed / K-5 / PA, P, F, V, C. W
Tier II / Goal: Students somewhat below grade level should be at grade level within one year. / Strategic
Instructional Strategies:
  • Before use of any program, review program descriptions
  • In addition to Tier I instruction
  • Duration of 20 to 30 minutes
  • Data driven
  • Materials linked to core program (supplemental materials)
/
  • Materials target student need
  • Differentiated instruction/strategies
  • Explicit instruction with brisk pacing
  • Opportunities to respond with immediate feedback
  • Variety of formats: skills block, pull-out, push-in
  • Intense preteach (e.g. use lesson cards/green band for ImagineIt!)

Grouping:
  • Needs-based homogeneous groups
/
  • Students regularly regrouped as needs change

Progress monitoring (PM):
  • Use AIMSweb PM module
  • Use PM probe closest to targeted instruction
/
  • PM minimum every two weeks
  • PM monthly with grade appropriate probe

Programs / Grade / Target area / Programs / Grade / Target area
ImagineIt! intervention kit / 1-3 / PA, P, F, V, C / Read Naturally* / 1-8 / F
Sonday I & 2 / K-8 / PA, P, F, V, C / Six Minute Solution* / K-8 / F
Earobics* / K-3 / PA, P, F, V, C / Language for Learning* / PK-1 / V
Lexia* / K-12 / PA, P, F, V, C / Text Talk* / K-3 / V, C
Kaleidoscope / K-1 / PA, P, F, V, C
My Sidewalks / 3-5 / PA, P, V, C / Reasoning & Writing / K-12 / W
Rewards / 4-12 / P, F, V, C / Expressive Writing / 4-12 / W
Compass Learning* / K-12 / PA, P, V / SIM: Fundamentals of Sentence Writing* / 3-8 / W
SIM: Proficiency of Sentence Writing* / 3-8 / W
Tier III / Goal: Students significantly below grade level should be brought to grade level:
  • K-1 within one year or slightly more
  • 2-5 within two years
/ Intensive
Instructional Pathways:
The following pathways should be followed (before use of any program, review program descriptions):
  1. Cumulative Interventions:
  • Student participates in Tier I plus Tier II plus TierIII for minimum of 150 minutes
  • Interventions are layers of instruction based on student needs
  • Materials supplement, enhance, and support core programand are found within Tier II listing of programs
  • Learning is connected among the layers of instruction- see teaching tips in program descriptions
  1. Replacement core (this must not be done without consultation with District Department of E & I):
  • Student participates in a different literacy core program that covers all five areas of reading plus writing with an emphasis on phonemic awareness, phonics, fluency for a minimum150 minutes
  • It is suggested that students receive oral comprehension and vocabulary instruction from general education core program thus enabling them to receive on grade level instruction
  • K-1st students only at mid to end-of-year
  • 2nd-5th students who are more than two years behind
/ Instructional Strategies:
  • Data driven targeting gaps of knowledge
  • Differentiated instruction/strategies
  • Explicit instruction with brisk pacing
  • Opportunities to respond with immediate feedback
  • Systematic instruction
  • Ample practice opportunities
  • Aligned student materials
  • Teaching to mastery
  • May need double dose of replacement core
  • May need additional language instruction

Grouping:
  • Suggested 3-8 in homogeneous instructional group
/
  • Longer duration

Progress monitoring (PM):
  • Use AIMSweb PM module
  • Use PM probe closest to targeted instruction
/
  • PM every week at instructional level
  • PM monthly with grade appropriate probe

Programs / Grade / Target area / Programs / Grade / Target area
Let’s Play Learn (Basic) / PK-K / PA, P, F, V, C / Reading Mastery Programs / K-6 / PA, P, F, V, C
Kaleidoscope A / 2 / PA, P, F, V, C, W / Corrective Reading / 3-12 / PA, P, F, V, C

OL-Oral Language, PA-Phonemic Awareness, P- Phonics, F-Fluency, V-Vocabulary, C-Comprehension, W -Writing

* Recommended for ELL students MSBSD Dept. of Education and Instruction 4/12/2019