Targeted Supplemental Interventions and Supports (Tier 2)

Students identified as struggling readers participate in additional daily immediate intensive intervention (iii) course that focuses on the specific differentiated needs of students, providing more intense reading instructional time that extends beyond the English Language Arts core course. Intervention instruction must continue to be provided until the reading deficiency is remedied. The National Geographic Edge comprehensive core literacy program includes several supplemental and intervention resources, designed to provide alignment with effective core curriculum for students in grades 9 & 10 who need additional strategic intervention instructional support.

Intensive Individualized Interventions and Supports (Tier 3)

When data indicate that student progress is inadequate, a more immediate intensive intervention (iii) is needed in addition to and in alignment with the comprehensive core literacy instruction, National Geographic, Edge. The Supplemental Literacy Resources Chart in the appendix provides guidance in selecting more intensive instructional practices and/or programs best suited to the specific differentiated needs of students in grades 9 & 10. Through the Collaborative Problem Solving Process (CPSP), the school-based Literacy Leadership Team is responsible for supporting the design, implementation, and progress monitoring of intensive intervention instruction. Intervention instruction must continue to be provided until the reading deficiency is remedied.

Effective And Powerful Instruction Through Increased Intensity

Several key factors contribute to effective and powerful instruction. The level of instructional intensity must be adjusted to align with the level of student need. Increasing instructional intensity can be achieved through the type of instruction provided in addition to how and when the instruction is delivered. The size of the instructional group also impacts the intensity of delivery. Frequent analyses of formative data contribute to instructional decision-making to ensure every student is provided the targeted, differentiated instruction he/she needs. Below is a breakdown of this formula for effective and powerful instruction, which represents the foundation of Response to Intervention/Instruction (RtI) through the Collaborative Problem-Solving Process (CPSP).


FREQUENCY and duration for meeting daily with instructional small groups (the WHEN):
Frequency = once daily, twice daily, etc. and Duration = 20 minutes, 30 minutes, etc.
FOCUS of instruction (the WHAT):
Focus = target vocabulary, phonics, comprehension, etc.
FORMAT of lesson (the HOW):
Format = intensity of lesson structure and level of scaffolding, modeling, explicitness, etc.

SIZE of instructional small group (the WHO):
Size = student to teacher ratio of 1:1, 3:1, 4:1, 6:1, etc.
Analyze FORMATIVE DATA to determine the 3 Fs and 1 S (the WHY)
Data is analyzed to guide instructional planning and delivery.
Provide PROFESSIONAL DEVELOPMENT that focuses on the collection and analysis of data, the 3 Fs, and 1 S
Professional Development provides for collegial learning to capitalize on pedagogical growth.

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