K-6 MTSS Literacy Intervention Decision Tree: Comprehensive Guide

1. MTSS Framework Overview

Core Components

Multi-Tiered System of Supports (MTSS): A framework for academic and behavioral intervention that uses data-based problem-solving to integrate academic and behavioral instruction and intervention
Universal Design for Learning (UDL): Flexible learning environments that accommodate individual learning differences
Data-Informed Decision Making: Using assessments and progress monitoring to guide interventions
Family Engagement: Collaborative partnership with families
Science of Reading Alignment: Incorporating evidence-based literacy practices across all tiers

The Five Domains of Reading

Phonemic Awareness: The ability to hear, identify, and manipulate individual sounds in spoken words
Phonics: Understanding the relationship between letters and sounds
Vocabulary: Knowledge of words and their meanings
Fluency: The ability to read with accuracy, speed, and proper expression
Comprehension: Understanding what is read
Additional Components: Morphology, orthographic mapping, oral language development

MTSS OVERVIEW PODCAST 30MIN

2. Assessment and Screening Framework

Universal Screeners (Administered 3x per year to all students)

Assessment Tool	Domains Assessed	Grade Levels	Timeline
DIBELS 8th Edition	Phonemic awareness, phonics, fluency, comprehension	K-6	Fall, Winter, Spring
Acadience Reading	Phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, comprehension	K-6	Fall, Winter, Spring
FAST (FastBridge)	Early literacy, reading, vocabulary	K-6	Fall, Winter, Spring
MAP Reading Fluency	Oral reading fluency, literal comprehension, vocabulary	K-3	Fall, Winter, Spring
i-Ready	Phonological awareness, phonics, high-frequency words, vocabulary, comprehension	K-6	Fall, Winter, Spring
Really Great Reading Surveys	Decoding skills, phonemic awareness	K-6	Fall, Winter, Spring

Diagnostic Assessments (For identified students)

Assessment Tool	Domains Assessed	Purpose
Phonological Awareness Skills Test (PAST)	Phonological and phonemic awareness	Detailed phonological awareness assessment
Developmental Reading Assessment (DRA)	Reading accuracy, fluency, comprehension	Identify reading level and specific needs
Words Their Way Spelling Inventory	Orthographic development, spelling patterns	Determine spelling development stage
QPS (Quick Phonics Screener)	Phonics skills	Detailed phonics assessment
Oral Reading Fluency (ORF) Assessments	Reading rate, accuracy, prosody	Detailed fluency assessment
CORE Phonics Survey	Phonics and decoding	Comprehensive phonics assessment
CELF-5	Receptive and expressive language	Language development assessment

Progress Monitoring Frequency

Tier	Frequency	Duration	Data Collection
Tier 1	Benchmark: 3x yearly	All students	Universal screeners, classroom assessments
Tier 2	Every 2-3 weeks	8-15 weeks intervention cycles	Curriculum-based measures, skill-specific probes
Tier 3	Weekly	Continuous with review every 6-8 weeks	Curriculum-based measures, skill-specific probes

3. Data Wall & Decision-Making Process

Data Wall Organization

Physical or Digital Format: Organized by grade level and classroom
Student Groupings: Color-coded by tier (Green: Tier 1, Yellow: Tier 2, Red: Tier 3)
Tracking Elements:
- Current reading level
- Specific skill deficits by domain
- Current interventions
- Progress monitoring data
- Goal trajectory

Data Review Schedule

Team	Meeting Frequency	Purpose
Grade-Level Teams	Weekly	Review classroom data, adjust Tier 1 instruction
MTSS Team	Bi-weekly	Review Tier 2/3 progress, determine movement between tiers
School-wide Data Review	Quarterly	Identify trends, allocate resources, determine professional development needs

MTSS Team Composition

Core Members: Principal/Assistant Principal, Reading Specialist/Coach, School Psychologist, Special Education Teacher
Rotating Members: Grade-level teacher(s), Interventionists, ELL Specialist, School Counselor
As Needed: Speech Language Pathologist, Occupational Therapist, Other specialists

4. Tiered Intervention Structure

Tier 1: Universal Instruction (100% of students)

Core Curriculum: Evidence-based comprehensive literacy program aligned with Science of Reading
Structure:
- 90-120 minutes daily core literacy instruction
- Whole group and differentiated small group instruction
- UDL principles applied throughout
Key Components:
- Systematic phonics instruction (K-2 focus)
- Explicit instruction in all five reading domains
- Rich vocabulary development through knowledge building
- Writing instruction connected to reading
- Read-alouds and discussion
- Independent reading with appropriate text complexity

Tier 2: Targeted Intervention (Approximately 15-20% of students)

Structure:
- 20-30 minutes daily, 3-5 days per week
- Small group (3-5 students)
- In addition to Tier 1 instruction
- 8-15 week intervention cycles
Key Components:
- Targeted to specific skill deficits
- Increased opportunities for practice
- More explicit instruction
- Higher level of scaffolding
- More frequent feedback
- Aligned with core instruction

Tier 3: Intensive Intervention (Approximately 5-10% of students)

Structure:
- 30-60 minutes daily
- Individual or very small group (1-3 students)
- In addition to Tier 1 instruction
- Continuous with regular review cycles
Key Components:
- Highly explicit, systematic instruction
- Substantial opportunities for practice
- High level of immediate corrective feedback
- Significant scaffolding with gradual release
- May involve specially designed instruction (IEP)
- May involve different instructional approach than Tiers 1 and 2

5. Intervention Decision Rules & Pathways

Entrance Criteria for Tier 2 Intervention

Below 25th percentile on universal screener
Below benchmark on 2+ skill areas
Limited progress despite differentiated Tier 1 instruction
Teacher recommendation with supporting classroom data

Entrance Criteria for Tier 3 Intervention

Below 10th percentile on universal screener
Significant deficit (1.5+ years below grade level)
Limited response to Tier 2 intervention (less than expected growth over 8-10 weeks)
Requires more intensive support than Tier 2 can provide

Exit Criteria for Interventions

Exit Tier 2: Student performs at or above 25th percentile for 3+ consecutive progress monitoring points AND demonstrates successful performance in Tier 1 setting
Exit Tier 3 to Tier 2: Student demonstrates consistent progress toward goals for 4+ consecutive weeks AND narrowing gap with peers
Exit Tier 3 to Tier 1: Student performs at or above 25th percentile for 4+ consecutive progress monitoring points AND demonstrates successful performance in less intensive settings

Decision-Making Process

Review Data: Examine universal screening data, diagnostic assessments, progress monitoring
Problem Identification: Define specific skill deficit areas
Set Goals: Establish measurable goals for improvement
Select Intervention: Match to student needs and identified skill deficits
Implement with Fidelity: Ensure proper training and consistent delivery
Progress Monitor: Collect data on response to intervention
Review & Adjust: Evaluate progress data and modify approach as needed

6. Evidence-Based Intervention Programs by Domain

Phonemic Awareness

Tier	Intervention Options	Delivery Format	Frequency
Tier 1	- Heggerty Phonemic Awareness<br>- Phonemic Awareness in Young Children	Whole class and small group	Daily, 10-15 minutes
Tier 2	- SIPPS (Systematic Instruction in Phonological Awareness)<br>- Road to the Code<br>- Equipped for Reading Success	Small group (3-5)	3-5x weekly, 20-30 minutes
Tier 3	- Lindamood Phoneme Sequencing (LiPS)<br>- Sound Partners<br>- Intensive Heggerty/PAST-based intervention	Individual or pairs	Daily, 30-45 minutes

Phonics & Word Study

Tier	Intervention Options	Delivery Format	Frequency
Tier 1	- Fundations (K-3)<br>- Words Their Way<br>- Really Great Reading	Whole class and small group	Daily, 30+ minutes
Tier 2	- SIPPS<br>- 95% Group Phonics<br>- Really Great Reading: Blast/HD Word<br>- Recipe for Reading	Small group (3-5)	3-5x weekly, 20-30 minutes
Tier 3	- Orton-Gillingham based programs<br>- Wilson Reading System<br>- Barton Reading & Spelling<br>- Reading Mastery	Individual or pairs	Daily, 30-60 minutes

Fluency

Tier	Intervention Options	Delivery Format	Frequency
Tier 1	- Repeated reading<br>- Choral reading<br>- Reader's Theater	Whole class and small group	2-3x weekly, 15-20 minutes
Tier 2	- Read Naturally<br>- Quick Reads<br>- Six-Minute Solution	Small group (3-5)	3-4x weekly, 15-20 minutes
Tier 3	- Great Leaps<br>- Repeated reading with systematic error correction<br>- HELPS Program	Individual or pairs	Daily, 10-15 minutes

Vocabulary & Comprehension

Tier	Intervention Options	Delivery Format	Frequency
Tier 1	- Text Talk/Robust Vocabulary Instruction<br>- Reciprocal Teaching<br>- Classroom Visual Vocabulary	Whole class and small group	Daily, integrated in literacy block
Tier 2	- Elements of Reading: Vocabulary<br>- Text-based vocabulary instruction<br>- Visualizing and Verbalizing<br>- Junior Great Books	Small group (3-5)	3-4x weekly, 20-30 minutes
Tier 3	- Language for Thinking<br>- Visualizing and Verbalizing (intensive)<br>- Oral language development programs	Individual or pairs	Daily, 30-45 minutes

7. Progress Monitoring & Goal Setting

Goal Setting Framework

Rate of Improvement (ROI): Weekly growth needed to reach goal
Ambitious but Attainable: Based on national norms for improvement
SMART Goals: Specific, Measurable, Achievable, Relevant, Time-bound

Progress Monitoring Tools by Domain

Domain	Progress Monitoring Tool	Frequency
Phonemic Awareness	PAST progress monitoring, Phoneme segmentation fluency	Weekly (Tier 3), Bi-weekly (Tier 2)
Phonics	Nonsense word fluency, Phonics surveys, Spelling inventories	Weekly (Tier 3), Bi-weekly (Tier 2)
Fluency	Oral reading fluency passages, Running records	Weekly (Tier 3), Bi-weekly (Tier 2)
Vocabulary	Content vocabulary assessments, Word knowledge inventories	Every 2-3 weeks
Comprehension	Reading comprehension probes, Retelling rubrics	Every 2-3 weeks

Decision Rules for Intervention Adjustment

Positive Response: Meeting or exceeding goal line for 3+ consecutive data points → Continue intervention or consider less intensive support
Questionable Response: Below goal line but making progress → Modify intervention intensity or delivery
Poor Response: Significantly below goal line for 3+ consecutive data points → Change intervention approach or increase intensity

8. Case Studies & Examples

Case Study 1: Tier 2 Intervention (Phonics Focus)

Student Profile: Emma, Grade 1

Screening Data: 18th percentile on universal screener, below benchmark in phonics (nonsense word fluency)
Additional Assessment: Quick Phonics Screener shows gaps in CVC words, digraphs, and blends
Intervention Plan:
- Tier 2 Small Group: SIPPS Beginning Level
- Frequency: 4x weekly, 25 minutes
- Group Size: 4 students
- Progress Monitoring: Weekly nonsense word fluency probes
- Goal: Increase from 12 to 30 correct letter sounds in 15 weeks
Progress Review: After 8 weeks, Emma has increased to 26 correct letter sounds, showing positive response
Modification: Continue intervention for 7 more weeks, then reassess for possible exit

Case Study 2: Tier 3 Intervention (Multiple Domains)

Student Profile: Marcus, Grade 3

Screening Data: 6th percentile on universal screener, previous Tier 2 intervention showed minimal progress
Additional Assessment:
- PAST reveals significant phonological awareness deficits
- Reading level is 1.5 years below grade level
- Fluency is severely impacted (32 WCPM vs. benchmark of 85)
Intervention Plan:
- Tier 3 Intensive: Orton-Gillingham approach with emphasis on phonological awareness
- Frequency: Daily, 45 minutes
- Group Size: 2 students
- Progress Monitoring: Weekly phoneme segmentation, decoding, and oral reading fluency measures
- Goal: Increase oral reading fluency from 32 to 55 WCPM in 12 weeks
Progress Review: After 6 weeks, Marcus has increased to 40 WCPM, showing positive but slow progress
Modification: Add 15 minutes of 1:1 practice with sound-symbol relationships and decodable text practice

9. Parent & Teacher Communication

Progress Reporting Schedule

Audience	Format	Frequency	Content
Parents	Written report	Monthly	Current levels, goals, progress, strategies to use at home
Parents	Conference	Quarterly	Review data, collaborative planning, home-school connection
Teachers	Data summary	Bi-weekly	Student progress, instructional recommendations
Students	Goal-setting conference	Bi-weekly	Review progress, set next steps, celebrate successes

Sample Progress Report Elements

Current performance level
Specific skill progress
Graph of progress monitoring data
Comparison to goal line
Specific strengths and needs
Recommendations for home/classroom
Next review date

10. School-wide Response to Data Patterns

Identification of School-wide Issues

If >20% of students need support in the same area, examine core instruction
If multiple grade levels show the same deficit area, consider vertical alignment
If particular subgroups show disproportionate needs, examine instructional equity

Response to School-wide Needs

Identified Need	Response
Phonemic awareness deficit across K-1	- PD for teachers on explicit phonemic awareness instruction<br>- Adjust master schedule to ensure dedicated time<br>- Adopt supplemental curriculum (e.g., Heggerty)
Vocabulary gaps across multiple grades	- Professional development on robust vocabulary instruction<br>- Knowledge-building curriculum enhancements<br>- School-wide vocabulary initiative
Comprehension concerns in upper grades	- Focus on building background knowledge<br>- Text complexity analysis and adjustment<br>- Close reading strategy implementation

11. Implementation Resources

Assessment Tools & Free Resources

DIBELS: https://dibels.uoregon.edu/
PAST (Phonological Awareness Skills Test): Free online
Really Great Reading Surveys: https://www.reallygreatreading.com/diagnostics
Florida Center for Reading Research (FCRR) Student Center Activities: https://www.fcrr.org/
Read Naturally placement materials: https://www.readnaturally.com/
Equipped for Reading Success: Phonological awareness assessment and intervention
EasyCBM: https://easycbm.com/ (free version available)

Professional Development Resources

LETRS training for teachers
Science of Reading professional learning communities
Intervention program-specific training
Data analysis and interpretation workshops
Progress monitoring and goal-setting training

12. Special Considerations

English Language Learners

Assess in native language when possible
Consider language acquisition stage when interpreting data
Ensure phonological differences between languages are addressed
Emphasize oral language development alongside literacy skills
May need longer intervention cycles before determining response

Students with IEPs

Align MTSS interventions with IEP goals
Consider accommodations and modifications in intervention delivery
May require more intensive or specialized approaches
Consider additional domains (e.g., working memory, processing speed)
Coordinate between special education and general education teachers

Fidelity of Implementation

Regular observations of intervention delivery
Coaching and feedback for interventionists
Intervention checklists and logs
Regular team review of implementation data
Ongoing professional development

MTSS Implementation Guide: Roles, Schedules & Documentation

13. Intervention Scheduling & Logistics

Master Schedule Considerations

Protected Intervention Blocks: Dedicated time in master schedule for interventions (no new instruction during this time)
Staggered Intervention Times: Grade-level specific intervention blocks to allow specialists to support multiple grades
Push-In vs. Pull-Out: Decision matrix for determining most appropriate delivery method:

Consideration	Push-In Preferred	Pull-Out Preferred
Intervention Type	Aligned closely with Tier 1	Significantly different approach
Student Need	Benefit from peer models	Need distraction-free environment
Content Focus	Supportive of current classroom content	Foundational skill gaps unrelated to current instruction
Staffing	Classroom support available	Specialist teaching specific program

Staffing Model Options

Model	Description	Best For
Dedicated Interventionist	Specialist(s) dedicated to intervention delivery	Schools with reading specialists or sufficient staffing
Classroom Teacher Rotation	Teachers provide intervention during planning time covered by specialists	Schools with limited intervention staff
"Walk to Intervention"	Grade-level approach where all students regrouped for intervention block	Schools with multiple teachers per grade level
Paraprofessional Support	Trained paras deliver scripted interventions under teacher supervision	Programs with highly structured materials

Intervention Documentation System

Component	Documentation	Responsibility	Review Frequency
Intervention Plan	Detailed intervention description, schedule, group composition	Interventionist/Teacher	Beginning of cycle
Attendance Log	Record of student participation	Interventionist/Teacher	Daily
Lesson Log	Brief description of content covered, student response	Interventionist/Teacher	Daily
Progress Monitoring	Assessment data, graphs, analysis	Designated team member	Weekly/Bi-weekly
Fidelity Checks	Observation notes, fidelity checklists	Coach/Administrator	Monthly

14. MTSS Team Roles & Responsibilities

Core Team Member Responsibilities

Role	Primary Responsibilities	Data Management Responsibilities
MTSS Coordinator	- Oversee MTSS implementation<br>- Facilitate MTSS meetings<br>- Ensure documentation completion	- Ensure data collection schedule is followed<br>- Prepare data for team review
Principal/Admin	- Allocate resources<br>- Ensure master schedule supports MTSS<br>- Conduct fidelity checks	- Review school-wide data<br>- Support data-based decision making
School Psychologist	- Support assessment interpretation<br>- Guide intervention selection<br>- Consider special education needs	- Analyze patterns in data<br>- Support diagnostic assessment
Reading Specialist	- Model interventions<br>- Coach teachers<br>- Provide direct intervention	- Analyze literacy data<br>- Support progress monitoring
Classroom Teachers	- Deliver Tier 1 instruction<br>- Implement classroom interventions<br>- Collaborate with specialists	- Collect classroom data<br>- Track intervention progress
Data Specialist	- Maintain data systems<br>- Generate reports<br>- Support data interpretation	- Organize all assessment data<br>- Create data visualizations

Meeting Structure & Protocols

Meeting Type	Participants	Frequency	Agenda
Initial Problem-Solving	Core team + relevant teacher	As needed for new referrals	1. Review data<br>2. Define problem<br>3. Set goals<br>4. Design intervention plan
Progress Monitoring Review	Core team + interventionists	Bi-weekly	1. Review progress data<br>2. Determine response<br>3. Adjust interventions as needed
Grade-Level Data	Grade-level teachers + selected specialists	Monthly	1. Review grade-level patterns<br>2. Adjust Tier 1 instruction<br>3. Plan flexible grouping
School-Wide Review	All instructional staff	Quarterly	1. Review school-wide data<br>2. Identify trends<br>3. Celebrate successes<br>4. Plan professional development

15. Digital Tools & Data Management

Data Management Systems

System Type	Features	Best Used For
Comprehensive MTSS Platforms	- Integrates screening, progress monitoring, intervention planning<br>- Examples: Branching Minds, EduClimber, RTI/MTSS Toolkit	Schools with funding for dedicated system
Assessment Platforms	- Track screening and progress monitoring<br>- Examples: FastBridge, i-Ready, DIBELS Data System	Tracking assessment data
Free/Low-Cost Options	- Google Sheets/Forms<br>- Microsoft Excel/Forms<br>- Free features of assessment systems	Schools with limited technology budget

Standard Data Displays

Display Type	Purpose	Update Frequency
Student Data Profiles	Individual student dashboard showing all relevant data	After each assessment
Class/Grade Level Charts	Visual representation of tier distribution and needs	Monthly
Progress Monitoring Graphs	Line graphs showing student progress relative to goal line	After each progress monitoring
Gap Analysis Charts	Visual representation of gap between current performance and goal	Monthly
Intervention Efficacy Reports	Analysis of which interventions are most effective for which needs	Quarterly

16. Student Engagement & Metacognition

Student Goal Setting Process

Explain assessment results in student-friendly language
Collaborate on setting achievable short-term goals
Visualize progress with student-maintained graphs or charts
Celebrate milestones and improvements
Reflect on strategies that worked well

Student Self-Assessment Tools

Tool	Purpose	Frequency
Reading Strategy Checklist	Students track which strategies they used	Weekly
Learning Scales	Visual scale for students to rate understanding	Daily/Weekly
Goal-Setting Worksheet	Document personal goals and action steps	Bi-weekly
Strategy Reflection Journal	Record which strategies helped and why	Weekly
Success Portfolio	Collection of work showing growth over time	Monthly update

17. Family Engagement Strategies

Parent Communication Calendar

Timeframe	Communication Type	Content
Beginning of Year	Parent Information Session	Overview of MTSS, assessment schedule, how to interpret results
After Universal Screening	Written Notice	Individual student results, tier placement, next steps
Intervention Initiation	Parent Conference	Specific skill needs, intervention plan, home support strategies
During Intervention	Progress Updates	Current data, response to intervention, updated home activities
End of Intervention Cycle	Results Summary	Growth demonstrated, next steps, recommendations

Home-School Connection Resources

Resource	Purpose	Delivery Format
Skill-Specific Activity Packs	Reinforce specific skills at home	Physical materials or digital resources
Video Demonstrations	Show parents how to support reading at home	School website or private video link
Parent-Friendly Reading Guides	Explain reading development and strategies	Handouts or digital resources
Lending Library	Provide appropriate leveled texts for home reading	Physical books or digital access
Parent Workshops	Train parents on supporting literacy at home	In-person or virtual events

18. Intervention Fidelity & Quality Control

Fidelity Monitoring Schedule

Intervention Tier	Observation Frequency	Observer
Tier 1	Monthly	Admin/Coach
Tier 2	Bi-weekly	MTSS Coordinator/Reading Specialist
Tier 3	Weekly initially, then bi-weekly	MTSS Coordinator/Program Specialist

Fidelity Measurement Tools

Tool	Purpose	Components Measured
Program-Specific Checklist	Ensure adherence to intervention program	Program elements, pacing, materials usage
Quality of Instruction Rubric	Assess instructional delivery quality	Explicit instruction, feedback, engagement
Intervention Dosage Log	Track actual implementation time	Minutes, sessions, attendance
Student Engagement Measure	Assess student participation	Active engagement, response rate
Materials/Environment Checklist	Ensure proper setup for intervention	Materials preparation, environment, grouping

Intervention Modification Guidelines

If...	Then...	Documentation Required
Student is making more rapid progress than expected	Increase goal trajectory	Updated goal statement and rationale
Student is making less progress than expected	Adjust intervention intensity or approach	Modification plan with specific changes
Multiple students in group showing poor response	Review intervention delivery fidelity	Fidelity check results and action plan
Student attendance is inconsistent	Develop attendance support plan	Attendance data and support strategies
Behavioral issues impacting intervention	Implement behavioral supports alongside academic	Integrated academic/behavioral plan

19. Advanced Intervention Planning

Intervention Mapping Matrix

Skill Deficit	Corresponding Assessment	Tier 2 Approach	Tier 3 Approach	Progress Monitoring Tool
Phoneme Segmentation	PAST Level D below 80%	Explicit phoneme manipulation practice in small group	1:1 intensive phonological training with physical manipulatives	Weekly phoneme segmentation tasks
Letter-Sound Correspondence	Letter naming/sounds below 40 correct	Systematic introduction of letter-sounds with multisensory approach	1:1 instruction with additional modalities and increased repetition	Bi-weekly letter-sound fluency
Decoding CVC Words	Nonsense word reading below 15 CVC	Systematic word building with CVC patterns	1:1 instruction using Elkonin boxes and sound-by-sound blending	Weekly CVC word reading fluency
Irregular Word Reading	High-frequency word assessment below grade level	Explicit teaching with visual cues and spaced retrieval	1:1 multisensory approach with incremental introduction	Bi-weekly sight word recognition
Reading Fluency	ORF below 25th percentile	Repeated reading with feedback	1:1 fluency training with error correction and phrase-cued text	Weekly ORF progress monitoring
Vocabulary	Below grade level on vocabulary assessment	Text-based tier 2 word instruction	Intensive oral language and vocabulary development	Bi-weekly vocabulary knowledge assessment
Comprehension: Literal	Below 60% accuracy on literal questions	Explicit teaching of text search strategies	1:1 guided practice with think-alouds and visual cues	Weekly literal comprehension probes
Comprehension: Inferential	Below 50% accuracy on inferential questions	Small group instruction on inference types	1:1 scaffolded practice with graphic organizers	Bi-weekly inferential comprehension probes

Scheduling Considerations for Complex Needs

Need Profile	Scheduling Recommendation	Rationale
Multiple Skill Deficits	Prioritize foundational skills first	Master prerequisites before moving to higher-order skills
Combined Reading/Writing Deficits	Integrate connected text applications	Reinforces skills across literacy domains
Language and Literacy Needs	Schedule SLP and reading intervention in complementary sequence	Reinforces connections between oral and written language
Attention/Executive Function Concerns	Schedule interventions during optimal attention periods	Maximizes engagement and learning
Combined Academic/Behavioral Needs	Integrate self-regulation strategies into academic intervention	Addresses both needs simultaneously

20. Program Evaluation & Continuous Improvement

Annual MTSS Evaluation Calendar

Timeframe	Evaluation Focus	Data Sources
Fall	System readiness assessment	Staff survey, resource inventory, scheduling analysis
Winter	Mid-year implementation review	Fidelity data, intervention participation rates, mid-year outcomes
Spring	Comprehensive program evaluation	Year-long growth data, stakeholder surveys, outcome analysis
Summer	Planning and refinement	Evaluation results, resource allocation for coming year

Key Performance Indicators

Domain	Metrics	Target
Student Outcomes	- % of students at benchmark<br>- % of students making adequate progress<br>- % of intervention goals met	- 80%+ at benchmark<br>- 80%+ making adequate progress<br>- 75%+ of goals met
Implementation Fidelity	- % of planned interventions delivered with fidelity<br>- % of progress monitoring completed as scheduled	- 90%+ fidelity<br>- 95%+ monitoring completion
Process Efficiency	- Average days from identification to intervention start<br>- % of data meetings held as scheduled	- <10 days<br>- 95%+ meetings held
Staff Capacity	- % of staff trained in interventions<br>- Staff confidence ratings	- 100% trained<br>- Average 4/5 confidence
Family Engagement	- % of families participating in conferences<br>- Family satisfaction ratings	- 90% participation<br>- Average 4/5 satisfaction

Continuous Improvement Cycle

Analyze current MTSS implementation data
Plan specific improvements based on data
Implement changes with appropriate support
Evaluate impact of changes
Adjust based on evaluation results

21. Technology Integration for Assessment & Intervention

Digital Assessment Tools

Tool Type	Examples	Best Used For
Online Universal Screeners	MAP Reading, i-Ready, FastBridge	Efficient screening of all students
Digital Progress Monitoring	EasyCBM, DIBELS Amplify	Streamlined progress tracking
Computer Adaptive Testing	Star Reading, i-Ready Diagnostic	Pinpointing instructional levels
Digital Running Records	Reading Records (Fountas & Pinnell), Literably	Analyzing reading behaviors
Recording/Analysis Tools	Fluency Timer apps, Recording tools	Documenting oral reading

Evidence-Based Digital Interventions

Skill Focus	Digital Intervention	Delivery Format	Best For
Phonics/Decoding	Lexia Core5, Blast, Smarty Ants	Independent practice with adaptive support	Supplementing teacher-led intervention
Fluency	Read Naturally Live, Reading Assistant	Guided oral reading practice with feedback	Building reading rate and prosody
Comprehension	Achieve3000, ReadWorks Digital	Leveled text with comprehension supports	Developing comprehension strategies
Vocabulary	Wordly Wise Online, Flocabulary	Interactive vocabulary instruction	Building academic vocabulary
Mixed Skills	i-Ready Instruction, Amplify Reading	Adaptive instruction across domains	Addressing multiple skill areas

Digital-Physical Integration Guidelines

Component	Physical Approaches	Digital Extensions	Integration Strategy
Assessment	Paper-based probes	Digital scoring systems	Use digital systems for analysis of teacher-administered assessments
Data Tracking	Data wall	Online dashboard	Maintain both for different purposes and audiences
Intervention Delivery	Teacher-led direct instruction	Digital practice activities	Teacher introduces skills, digital tools provide additional practice
Progress Monitoring	Teacher-administered probes	Digital tracking tools	Use consistent measures regardless of format
Parent Communication	Written reports	Digital updates	Provide options based on family preferences

22. Professional Development Framework

MTSS Professional Learning Sequence

Stage	Focus Areas	Delivery Methods
Initial Training	- MTSS overview<br>- Assessment literacy<br>- Data analysis basics	- Full staff workshops<br>- Online modules
Core Implementation	- Tier 1 strengthening<br>- Intervention program training<br>- Progress monitoring procedures	- Grade-level team training<br>- Video modeling<br>- Coached practice
Advanced Practice	- Data-based decision making<br>- Intervention modification<br>- Specialized assessments	- PLCs<br>- Case studies<br>- Expert coaching
Sustainability	- Training new staff<br>- Deepening practice<br>- System refinement	- Internal capacity building<br>- Train-the-trainer

Differentiated PD by Role

Role	Essential Training	Advanced Training
Classroom Teachers	- Science of Reading fundamentals<br>- Tier 1 differentiation<br>- Basic data interpretation	- Diagnostic assessment<br>- Targeted Tier 2 interventions
Interventionists	- Evidence-based intervention programs<br>- Progress monitoring administration<br>- Data analysis for intervention planning	- Advanced diagnostic assessment<br>- Intervention adaptation<br>- Complex literacy profiles
Administrators	- MTSS systems design<br>- Resource allocation<br>- Fidelity monitoring	- Program evaluation<br>- Coaching for implementation<br>- Advanced data analysis
Specialists (SLP, etc.)	- Role in MTSS framework<br>- Collaboration strategies<br>- Domain-specific interventions	- Integrated intervention models<br>- Cross-disciplinary assessment

Job-Embedded Learning Structures

Structure	Frequency	Purpose
Learning Walks	Monthly	Observe colleagues implementing interventions
Video Analysis	Quarterly	Record and reflect on intervention delivery
Peer Coaching	Bi-weekly	Provide feedback and support to colleagues
Collaborative Planning	Weekly	Co-develop intervention lessons
Case Studies	Monthly	Analyze challenging student cases as a team

23. Transitioning Between Grade Levels

End-of-Year Data Transfer Process

Timeframe	Activity	Participants	Documentation
April-May	Generate end-of-year student profiles	Current teachers, Data specialist	Comprehensive student data summary
Late May	Vertical team meetings	Current and receiving teachers	Intervention history and specific needs
August	Data review and grouping	Receiving teachers, MTSS team	Initial intervention groups and plans
First 2 weeks	Verify data with beginning of year screening	Receiving teachers	Updated student profiles

Summer Learning Loss Mitigation

Student Risk Level	Summer Recommendations	Fall Follow-Up
High Risk (Tier 3)	- Structured summer reading program<br>- Weekly tutoring sessions<br>- Take-home materials with parent training	Immediate intervention continuation in first week
Moderate Risk (Tier 2)	- Reading calendar with incentives<br>- Biweekly check-ins<br>- Access to leveled texts	Brief skill review then assessment to determine needs
Low Risk (Benchmark)	- Summer reading list<br>- Access to digital resources<br>- Optional enrichment activities	Standard beginning of year screening

Year-to-Year Continuity Planning

Component	Continuity Strategy	Documentation
Intervention Programs	Maintain consistent programs across grade levels	Intervention continuum map
Progress Monitoring	Use vertical scales where possible	Growth trajectory charts
Data Systems	Maintain student profiles across years	Digital portfolio transferred to new teacher
Family Communication	End and beginning of year connections	Transition conference or communication
Student Self-Monitoring	Transfer goal setting and tracking systems	Student goal portfolio

24. Advanced Case Studies

Case Study 3: Complex Profile with Language and Literacy Needs

Student Profile: Sophia, Grade 2

Universal Screening: 8th percentile overall
Language Assessment: Below average receptive and expressive language
Literacy Profile:
- Strong letter recognition and basic phonics
- Poor phonological awareness
- Limited vocabulary
- Difficulty with reading comprehension
- Below average listening comprehension

Comprehensive Intervention Plan:

Tier 3 Literacy Intervention (30 min daily):
- Focus: Phonological awareness and connected text reading
- Program: Intensive phonological awareness training + decodable texts
- Group Size: 2 students
- Progress Monitoring: Weekly phoneme manipulation tasks and oral reading
Speech-Language Support (30 min, 3x weekly):
- Focus: Receptive/expressive language and vocabulary
- Approach: Explicit teaching of language structures through literacy content
- Alignment: Coordinated with literacy intervention vocabulary
Classroom Support (Throughout day):
- Pre-teaching of key vocabulary
- Visual supports for comprehension
- Frequent comprehension checks
- Extra think time for verbal responses

Progress Monitoring Plan:

Weekly phonological awareness tasks
Bi-weekly oral reading fluency
Monthly receptive/expressive language probes
Quarterly comprehensive literacy assessment

12-Week Progress Review:

Phonological awareness: Improved from 20% to 65% accuracy
Oral reading fluency: Increased from 12 to 28 WCPM
Vocabulary knowledge: Improved from 45% to 70% on targeted words
Comprehension: Still struggling with 40% accuracy on grade-level text

Adjustments:

Continue phonological awareness but reduce frequency to 2x weekly
Increase focus on connecting phonics to text reading
Add structured listening comprehension component
Implement vocabulary graphic organizer in classroom

Case Study 4: Student with Dyslexia Characteristics

Student Profile: Jackson, Grade 4

History: Previous Tier 2 interventions with limited progress
Assessment Results:
- Phonological awareness: Significant deficits in manipulation tasks
- Rapid naming: Below 10th percentile
- Decoding: Significant difficulty with multisyllabic words
- Spelling: Consistent phonological errors
- Fluency: 45 WCPM (benchmark: 95 WCPM)
- Comprehension: Strong when text is read aloud

Comprehensive Intervention Plan:

Tier 3 Intensive Structured Literacy (60 min daily):
- Program: Orton-Gillingham based approach
- Focus: Systematic phonics, morphology, orthographic mapping
- Delivery: Individual or 1:2 ratio
- Instructor: Trained specialist
Accommodations in Classroom:
- Text-to-speech technology for content area reading
- Extended time for reading tasks
- Audiobooks for novel studies
- Reduced spelling requirements focusing on patterns being studied
Assistive Technology:
- Speech-to-text for writing assignments
- Word prediction software
- Digital text with text-to-speech

Progress Monitoring Plan:

Weekly: Phonics survey focused on current skill patterns
Bi-weekly: Oral reading fluency with instructional level text
Monthly: Spelling inventory of taught patterns
Quarterly: Comprehensive literacy assessment

16-Week Progress Review:

Phonics mastery: Improved from 40% to 85% on taught patterns
Fluency: Increased from 45 to 62 WCPM (still below benchmark)
Spelling: Improved from 30% to 70% accuracy on taught patterns
Content area comprehension: Improved from 50% to 85% with accommodations

Special Education Consideration:

Data indicates characteristics consistent with dyslexia
Despite intensive intervention, gap remains significant
Special education evaluation recommended while continuing intervention
Parent meeting to discuss evaluation and ongoing supports

25. Special Topics in MTSS

Academic Language & Learning Across Content Areas

Domain	Literacy Connection	Cross-Curricular Integration
Math	- Vocabulary instruction for math terms<br>- Reading word problems<br>- Written explanations	- Include mathematical vocabulary in word study<br>- Use math contexts in fluency practice
Science	- Technical vocabulary<br>- Text structure of scientific texts<br>- Written lab reports	- Include science content in close reading<br>- Teach text features of scientific texts
Social Studies	- Content vocabulary<br>- Primary source analysis<br>- Historical context	- Build background knowledge through read-alouds<br>- Teach context clue strategies with historical texts
Writing	- Transcription skills<br>- Text organization<br>- Revision processes	- Connect reading to writing instruction<br>- Use mentor texts to demonstrate writing

Special Populations Within MTSS

Population	Assessment Considerations	Intervention Adaptations
English Learners	- Assess in home language when possible<br>- Consider language acquisition stage<br>- Use measures less dependent on English proficiency	- Emphasize oral language development<br>- Pre-teach vocabulary<br>- Use visual supports<br>- Make cultural connections
Twice Exceptional	- Look for inconsistent profiles<br>- Identify both strengths and needs<br>- Use processing measures	- Leverage areas of strength<br>- Provide cognitive strategies<br>- Allow alternative demonstrations of learning
Students with IEPs	- Align with specialized assessments<br>- Consider impact of disabilities on performance<br>- Provide appropriate accommodations	- Coordinate with specially designed instruction<br>- Intensify based on learning profile<br>- Integrate accommodations
Gifted Students	- Use above-level assessments<br>- Look for ceiling effects in typical measures<br>- Assess depth of understanding	- Accelerate as appropriate<br>- Provide enrichment<br>- Increase complexity rather than volume

Social-Emotional Connections to Literacy

SEL Component	Literacy Connection	Integrated Support
Self-Awareness	- Metacognitive reading strategies<br>- Self-monitoring comprehension	- Teach self-monitoring of understanding<br>- Support positive reading identity
Self-Management	- Sustained attention for reading<br>- Task persistence	- Teach active reading strategies<br>- Build stamina gradually
Social Awareness	- Character perspective-taking<br>- Author's purpose	- Use literature to discuss perspectives<br>- Connect texts to diverse experiences
Relationship Skills	- Collaborative discussions<br>- Peer feedback	- Structure partner reading activities<br>- Teach active listening in discussions
Responsible Decision-Making	- Evaluating text credibility<br>- Making text-based inferences	- Teach critical reading skills<br>- Connect reading to decision-making

Virtual/Remote Implementation Considerations

Component	In-Person Approach	Virtual Adaptation
Assessment	One-on-one administration	- Digital assessment platforms<br>- Parent-administered with virtual guidance<br>- Recorded reading samples
Intervention Delivery	Small group direct instruction	- Shorter, more frequent sessions<br>- Digital manipulatives<br>- Interactive digital tools<br>- Recorded lessons with follow-up
Progress Monitoring	Regular in-person probes	- Digital progress monitoring tools<br>- Parent-administered probes<br>- Screen sharing assessments
Data Review	In-person team meetings	- Virtual data walls<br>- Digital collaboration tools<br>- Shared digital documents
Parent Communication	Face-to-face conferences	- Virtual conferences<br>- Digital progress reports<br>- Recorded strategy demonstrations

MTSS Instructional Guide: Classroom Implementation & Intervention Delivery

26. Tier 1 Classroom Implementation Examples

Kindergarten Tier 1 Literacy Block (120 minutes)

Time	Component	Instructional Focus	Differentiation Strategies
20 min	Phonological Awareness	- Heggerty curriculum<br>- Syllable segmentation<br>- Rhyming<br>- Initial sound isolation	- Response methods (verbal, physical, visual)<br>- Peer support<br>- Small group reinforcement
25 min	Phonics/Word Study	- Letter introduction (2-3 per week)<br>- Letter-sound correspondence<br>- Blending CVC words<br>- High-frequency words	- Multisensory approaches<br>- Varied practice opportunities<br>- Skill-based small groups
30 min	Reading	- Interactive read-aloud<br>- Shared reading<br>- Concepts of print<br>- Comprehension strategies	- Text complexity variation<br>- Question complexity differentiation<br>- Visual supports
30 min	Small Group Instruction	- Teacher-led guided reading<br>- Literacy centers<br>- Skill-specific practice	- Leveled texts<br>- Targeted skill focus<br>- Varied support levels
15 min	Writing	- Shared writing<br>- Interactive writing<br>- Drawing and labeling	- Scaffolded support<br>- Modified expectations<br>- Varied writing tools

Sample Kindergarten Differentiation Scenario:

Above Grade Level (15%): Independent blending of CVC words, reading emergent readers, writing simple sentences
On Grade Level (65%): Learning letter-sounds, beginning to blend with support, labeling pictures
Below Grade Level (20%): Additional support with letter recognition, phonological awareness, and oral language development

3rd Grade Tier 1 Literacy Block (120 minutes)

Time	Component	Instructional Focus	Differentiation Strategies
15 min	Word Study	- Multisyllabic word patterns<br>- Morphology (prefixes/suffixes)<br>- Advanced phonics patterns	- Differentiated word lists<br>- Varied complexity of patterns<br>- Alignment with text reading
40 min	Reading Workshop	- Mini-lesson on strategy<br>- Independent reading<br>- Reading conferences<br>- Strategy application	- Leveled text selection<br>- Conference focus<br>- Strategy scaffolding
30 min	Small Group Instruction	- Guided reading<br>- Literature circles<br>- Strategy groups<br>- Skill-specific groups	- Text level matching<br>- Varied support levels<br>- Focus area differentiation
25 min	Writing Workshop	- Mini-lesson on craft<br>- Independent writing<br>- Writing conferences<br>- Author's chair	- Topic complexity<br>- Scaffolded expectations<br>- Conference focus
10 min	Language/Grammar	- Explicit grammar instruction<br>- Sentence combining<br>- Editing practice	- Complexity of sentences<br>- Application contexts<br>- Support levels

Sample 3rd Grade Differentiation Scenario:

Above Grade Level (20%): Reading complex chapter books, analyzing author's craft, writing multi-paragraph texts
On Grade Level (55%): Reading grade-level texts with standard comprehension strategies, writing structured paragraphs
Below Grade Level (25%): Reading controlled texts at instructional level, focused work on fluency and foundational skills, scaffolded writing

6th Grade Tier 1 Literacy Block (90 minutes)

Time	Component	Instructional Focus	Differentiation Strategies
15 min	Vocabulary/Word Study	- Greek/Latin roots<br>- Academic vocabulary<br>- Content-specific terminology	- Tiered vocabulary selection<br>- Varied complexity of word relationships<br>- Application contexts
30 min	Reading Workshop	- Complex text analysis<br>- Text structure instruction<br>- Close reading strategies<br>- Literary analysis	- Text complexity matching<br>- Scaffolded analytical tools<br>- Entry point variation
25 min	Small Group/Independent	- Literature circles<br>- Book clubs<br>- Independent reading<br>- Research projects	- Text selection<br>- Role complexity<br>- Task expectations<br>- Conference focus
20 min	Writing	- Genre-specific writing<br>- Research writing<br>- Digital composition<br>- Cross-curricular connections	- Scaffolded organization tools<br>- Topic complexity<br>- Support levels

Sample 6th Grade Differentiation Scenario:

Above Grade Level (25%): Reading above-grade texts, analyzing multiple text connections, writing sophisticated analytical responses
On Grade Level (50%): Reading grade-level texts, standard analytical strategies, structured analytical writing
Below Grade Level (25%): Reading accessible texts, focused work on comprehension strategies and academic vocabulary, scaffolded analytical writing

27. Tier 2 Intervention Delivery Examples

Phonological Awareness Tier 2 Intervention (K-1)

Profile: Students scoring below 25th percentile on phoneme segmentation fluency

Intervention Structure:

Group Size: 3-5 students
Frequency: 4x per week, 20 minutes
Duration: 8-10 week cycle
Materials: Sound boxes, counters, picture cards, sound elkonin boxes

Sample Lesson Sequence:

Warm-up (2 min):
- Quick review of previously taught skills
- Oral blending of simple words
Explicit Instruction (5 min):
- Teacher modeling of target skill (e.g., phoneme segmentation)
- Think-aloud demonstration
- Guided practice with immediate feedback
Hands-on Practice (8 min):
- Students use manipulatives to represent sounds in words
- Example: Moving counters into boxes for each sound in a word
- Gradual increase in word complexity
Application (3 min):
- Connect to letters when appropriate
- Practice blending sounds into words
- Quick check for understanding
Review/Assessment (2 min):
- Quick individual turns applying target skill
- Note student performance for planning

Progress Monitoring:

Weekly assessment of phoneme segmentation fluency
Target: Increase by 1-2 phonemes correctly segmented per week

Exit Criteria:

Consistent performance above 25th percentile on progress monitoring measures
Demonstration of skill transfer to classroom activities

Decoding/Word Study Tier 2 Intervention (Grades 2-3)

Profile: Students struggling with specific phonics patterns and multisyllabic words

Intervention Structure:

Group Size: 4-5 students
Frequency: 4x per week, 30 minutes
Duration: 10-12 week cycle
Materials: Letter tiles, decodable texts, word cards, syllable cards

Sample Lesson Sequence:

Review (3 min):
- Quick drill of previously taught sound-spelling patterns
- Review of high-frequency irregular words
New Pattern Introduction (7 min):
- Explicit teaching of new pattern/rule
- Teacher modeling with think-aloud
- Guided discovery of pattern
Word Work (10 min):
- Building words with pattern using manipulatives
- Word sorts by pattern
- Word chains (changing one letter/sound at a time)
Connected Text Reading (8 min):
- Reading decodable text featuring target pattern
- Partner reading with error correction
- Focus on accuracy, then fluency
Quick Write (2 min):
- Write words with target pattern from dictation
- Self-check and correction

Progress Monitoring:

Bi-weekly assessment of nonsense word reading and real word reading
Running records with texts containing target patterns
Target: Increase accuracy with target patterns by 5-10% every two weeks

Exit Criteria:

85%+ accuracy with targeted patterns in isolation and in text
Demonstration of transfer to grade-level texts
Performance at or above 25th percentile on grade-level word reading measures

Fluency-Focused Tier 2 Intervention (Grades 3-6)

Profile: Students with accurate decoding but reading rate below 25th percentile

Intervention Structure:

Group Size: 3-4 students
Frequency: 3x per week, 20 minutes
Duration: 8-10 week cycle
Materials: Leveled passages, timers, fluency graphs, phrase cards

Sample Lesson Sequence:

Warm-up (2 min):
- Quick reading of high-frequency phrases
- Modeling of fluent reading by teacher
Repeated Reading (10 min):
- First read of instructional level text
- Teacher feedback on errors
- Second read with attention to rate
- Third read with attention to expression
- Partner feedback
Phrase-Cued Reading (5 min):
- Reading text marked with phrase boundaries
- Focus on reading in meaningful phrases
- Gradual release to unmarked text
Progress Tracking (3 min):
- Timed reading of practiced passage
- Student graphs results
- Goal setting for next session

Progress Monitoring:

Weekly 1-minute timed readings on unpracticed passages at instructional level
Target: Increase of 1-2 words per week in reading rate
Monitor accuracy to ensure maintained at 95%+ on instructional texts

Exit Criteria:

Reading rate at or above 25th percentile for grade level
Appropriate expression and phrasing
Evidence of transfer to classroom reading tasks

Comprehension Strategy Tier 2 Intervention (Grades 4-6)

Profile: Students with adequate decoding but below benchmark in reading comprehension

Intervention Structure:

Group Size: 4-6 students
Frequency: 3x per week, 30 minutes
Duration: 10-12 week cycle
Materials: Leveled texts, graphic organizers, strategy cue cards, response journals

Sample Lesson Sequence:

Activation (3 min):
- Background knowledge building
- Preview text features
- Set purpose for reading
Strategy Instruction (7 min):
- Explicit teaching of target strategy (e.g., summarizing, questioning)
- Teacher modeling through think-aloud
- Guided application with immediate feedback
Collaborative Reading (12 min):
- Students read text in manageable chunks
- Apply target strategy at predetermined stopping points
- Discuss and compare strategy application
- Teacher provides corrective feedback
Independent Application (5 min):
- Students apply strategy to new section of text
- Complete graphic organizer or written response
- Self-assessment of strategy use
Synthesis (3 min):
- Share applications
- Connect to other contexts
- Preview next session

Progress Monitoring:

Bi-weekly assessment with grade-level comprehension passages
Analysis of strategy use through think-alouds or written responses
Target: Increase in comprehension scores by 5% every two weeks

Exit Criteria:

Consistent performance at or above 25th percentile on grade-level comprehension measures
Independent application of strategies across texts
Transfer to content area reading tasks

28. Tier 3 Intervention Delivery Examples

Intensive Phonological Awareness Intervention (K-1)

Profile: Students with significant deficits in phonological processing, minimal response to Tier 2

Intervention Structure:

Group Size: 1-2 students
Frequency: 5x per week, 20-30 minutes
Duration: Continuous with progress reviews every 6-8 weeks
Personnel: Reading specialist or trained interventionist
Materials: Manipulatives, sound boxes, picture cards, movement activities

Sample Lesson Sequence:

Connection (2 min):
- Review previous learning
- Set clear objective
- Connect to real reading/writing
Multisensory Introduction (5 min):
- Target skill introduced with auditory, visual, and kinesthetic components
- Example: Clapping syllables while seeing and saying words
- Multiple modalities for input and expression
Explicit Instruction (8 min):
- Highly structured I Do, We Do, You Do sequence
- Abundant teacher modeling
- Immediate corrective feedback
- High repetition of examples
Scaffolded Practice (10 min):
- Gradual release with careful monitoring
- Task broken into smallest possible steps
- Success-oriented sequence of activities
- Physical manipulatives for concrete representation
Check/Connect (5 min):
- Quick assessment of day's skill
- Connection to previous learning
- Preview of next session
- Celebration of progress

Progress Monitoring:

Twice weekly assessment of specific skills
Detailed error analysis
Performance graphed against aim line
Target: Small, consistent gains appropriate to individual

Instructional Adjustments:

Increased repetition for non-responders
Breaking tasks into smaller steps
Varying response modes
Adding supplementary sensory components

Intensive Decoding Intervention (Grades 2-6) - Orton-Gillingham Approach

Profile: Students with characteristics of dyslexia, significant decoding difficulties despite Tier 2 support

Intervention Structure:

Group Size: 1-2 students
Frequency: Daily, 45-60 minutes
Duration: Extended intervention with progress reviews every 6-8 weeks
Personnel: Teacher with specialized training
Materials: Letter tiles, decodable texts, syllable cards, spelling notebooks

Sample Lesson Sequence (Orton-Gillingham based):

Phonological Warm-up (3 min):
- Quick drill on phoneme manipulation
- Auditory discrimination activities
- Phonological memory tasks
Visual Drill (5 min):
- Quick review of previously taught graphemes
- Rapid naming of sound-symbol cards
- Error correction with multisensory reinforcement
Blending/Reading Drill (7 min):
- Blending sounds into words
- Reading word lists with target patterns
- Fluency building with mastered patterns
Teaching New Concept (12 min):
- Introduction of new sound-symbol relationship or pattern
- Discovery approach when possible
- Multisensory association techniques
- Immediate application in words
Dictation (10 min):
- Sounds, words, and sentences
- Student repeats, identifies sounds, writes
- Immediate error correction
- Reinforcement of patterns
Controlled Text Reading (15 min):
- Application of skills in decodable text
- Focus first on accuracy, then fluency
- Discussion of meaning to reinforce comprehension
- Tracking progress within text difficulty sequence
Wrap-up (3 min):
- Quick review of new learning
- Preview of next lesson
- Celebration of effort and progress

Progress Monitoring:

Weekly assessment of specific skill patterns
Running records with controlled text
Error pattern analysis
Spelling of taught patterns
Target: Mastery of specific patterns according to program sequence

Instructional Adjustments:

Adjusting pace of introducing new concepts
Increased repetition and review
Varying multisensory techniques
Breaking complex patterns into smaller components

Intensive Language Comprehension Intervention (Grades 3-6)

Profile: Students with adequate decoding but significant comprehension deficits, often with language processing concerns

Intervention Structure:

Group Size: 1-3 students
Frequency: 4-5x per week, 30-45 minutes
Duration: 12-16 week cycles with progress reviews
Personnel: Reading specialist, SLP, or trained interventionist
Materials: Visual supports, graphic organizers, simplified texts, recording devices

Sample Lesson Sequence (Visualizing and Verbalizing approach):

Language Foundation (5 min):
- Vocabulary pre-teaching
- Background knowledge building
- Connect to personal experience
- Clarify concepts
Structure Words Introduction (7 min):
- Explicit teaching of structure words for visualization
- Guided practice with concrete objects
- Application to simple sentences
- Checking for understanding
Single Sentence Visualization (10 min):
- Read sentence aloud
- Student describes visualization
- Teacher prompts for missing elements
- Drawing or describing visualization
Multiple Sentence Processing (15 min):
- Progressive addition of sentences
- Visualization after each addition
- Connecting visualizations together
- Creating cohesive "movie in mind"
Summarization and Higher-Order Thinking (8 min):
- Summarizing visualized content
- Making inferences based on visualization
- Answering literal and inferential questions
- Making predictions

Progress Monitoring:

Weekly assessment of narrative retelling quality
Bi-weekly assessment of comprehension on unfamiliar texts
Analysis of question answering by type (literal vs. inferential)
Target: Improvement in quality of retelling and question answering accuracy

Instructional Adjustments:

Adjusting text complexity
Breaking text into smaller chunks
Adding more visual supports
Increasing oral language scaffolding
Adding written component for reinforcement

29. Specialized Assessment Techniques

Diagnostic Reading Assessment Techniques

Assessment Focus	Assessment Method	Analysis Process
Phonological Awareness	- PAST (Phonological Awareness Skills Test)<br>- Comprehensive Test of Phonological Processing<br>- Informal phonological tasks	- Identify specific level of breakdown<br>- Compare performance across tasks<br>- Analyze error patterns
Decoding/Word Attack	- Nonsense word reading<br>- Word lists by pattern<br>- Quick Phonics Survey<br>- Qualitative Reading Inventory	- Analyze specific phonics patterns<br>- Identify consistent error types<br>- Compare real vs. nonsense words
Orthographic Processing	- Timed sight word recognition<br>- Irregular word reading<br>- Word chain tasks	- Assess automaticity<br>- Analyze whole-word recognition<br>- Identify visual pattern recognition
Oral Reading	- Running records<br>- Miscue analysis<br>- Prosody rating scales	- Calculate accuracy rate<br>- Classify error types (meaning/visual/syntax)<br>- Analyze self-correction behavior
Comprehension	- Retelling analysis<br>- Question hierarchy<br>- Think-aloud protocols<br>- Cloze procedures	- Evaluate literal vs. inferential understanding<br>- Assess text structure awareness<br>- Analyze strategy use during reading
Written Response	- Constructed responses<br>- Text-dependent writing<br>- Summarization tasks	- Evaluate evidence use<br>- Assess inference quality<br>- Analyze organization and coherence

Error Pattern Analysis Techniques

Domain	Error Patterns	Instructional Implications
Phonological Awareness	- Difficulty with specific phoneme positions<br>- Confusion of similar sounds<br>- Sequencing errors	- Target specific position awareness<br>- Explicit contrast of similar sounds<br>- Sequence complexity appropriately
Phonics/Decoding	- Consistent vowel pattern errors<br>- Reversal of specific letters<br>- Omission of specific sounds	- Explicit instruction on error patterns<br>- Multisensory reinforcement<br>- Systematic review of confused patterns
Fluency	- Word-by-word reading<br>- Inappropriate phrasing<br>- Ignoring punctuation	- Phrase-cued text<br>- Echo reading<br>- Punctuation focus practice
Comprehension	- Literal recall without inference<br>- Detail focus without main idea<br>- Knowledge gaps affecting understanding	- Explicit inference training<br>- Text structure instruction<br>- Background knowledge building

Specialized Assessment Tools

Assessment	Purpose	Unique Features
DIBELS 8th Edition	Universal screening and progress monitoring	Brief, criterion-referenced measures with national norms
PAST (Phonological Awareness Skills Test)	Comprehensive phonological awareness assessment	Developmentally sequenced tasks, no reading required
Quick Phonics Screener	Systematic assessment of phonics skills	Organized by phonics pattern, includes nonsense words
Qualitative Reading Inventory	Diagnostic reading assessment	Multiple levels, narrative and expository texts
CORE Reading Assessments	Comprehensive literacy skills assessment	Research-based, criterion-referenced
Words Their Way Spelling Inventory	Developmental spelling assessment	Identifies orthographic development stage
Fountas & Pinnell Benchmark Assessment	Leveled reading assessment	Comprehension, accuracy, fluency, and writing analyses
CELF-5 (Clinical Evaluation of Language Fundamentals)	Comprehensive language assessment	Receptive and expressive language measures
TOWRE (Test of Word Reading Efficiency)	Word reading fluency assessment	Timed measures of sight word and phonemic decoding
GORT-5 (Gray Oral Reading Test)	Oral reading assessment	Measures rate, accuracy, fluency, and comprehension

30. Instructional Materials & Resources

Evidence-Based Program Resources by Tier and Domain

Tier 1 Core Programs:

Comprehensive Core Programs:
- Wonders (McGraw-Hill)
- Into Reading (Houghton Mifflin Harcourt)
- Benchmark Advance
- EL Education (K-5)
- Core Knowledge Language Arts (CKLA)
Supplemental Phonics/Word Study Programs:
- Fundations (Wilson)
- Really Great Reading
- Heggerty Phonemic Awareness
- Words Their Way
- Phonics for Reading

Tier 2 Intervention Programs:

Phonological Awareness:
- Heggerty Bridge the Gap
- Road to the Code
- Phonemic Awareness in Young Children (Adams)
- SIPPS (Systematic Instruction in Phonological Awareness)
Phonics/Word Study:
- 95% Group
- SIPPS
- Six-Minute Solution
- Really Great Reading: Blast/HD Word
- Recipe for Reading
Fluency:
- Read Naturally
- Six-Minute Solution
- Quick Reads
- Great Leaps
- Repeated Reading procedures
Comprehension:
- Making Meaning
- Junior Great Books
- Comprehension Toolkit
- Visualizing and Verbalizing
- Leveled Literacy Intervention (Fountas & Pinnell)

Tier 3 Intensive Intervention Programs:

Systematic Literacy Programs:
- Wilson Reading System
- Orton-Gillingham based programs (Barton, Sonday, etc.)
- Lindamood-Bell programs (LiPS, V/V)
- Reading Mastery
- SPIRE (Specialized Program Individualizing Reading Excellence)
- Language! Live
Specialized Component Programs:
- PAF (Preventing Academic Failure)
- Language for Thinking
- Language for Learning
- Rewards (multisyllabic word strategy)
- Precision Teaching methods

Free/Low-Cost Resources

Resource	Description	Best Used For
Florida Center for Reading Research	Free printable literacy activities organized by domain	Center activities, small group instruction
ReadWorks	Free reading passages with questions	Comprehension practice, progress monitoring
Intervention Central	Free academic and behavioral intervention resources	Progress monitoring tools, intervention ideas
Reading Rockets	Comprehensive literacy resources for teachers and parents	Professional development, parent resources
TextProject	Research-based free texts and vocabulary resources	Text complexity resources, vocabulary instruction
Reading Intervention Tools (UO)	Free assessment and intervention resources	Progress monitoring, intervention planning
Core Knowledge	Free curriculum resources and background knowledge materials	Building background knowledge, content literacy
ReadTheory	Free reading comprehension practice	Independent practice, comprehension assessment
Equipped for Reading Success	Phonemic awareness assessment and activities (book purchase required)	Phonological awareness intervention
Phonics Hero	Free trial with paid subscription for systematic phonics	Structured phonics practice

Specialized Materials for Multisensory Instruction

Material	Purpose	Example Activities
Letter Tiles	Sound-symbol association, word building	Word building, word chains, pattern sorting
Sand Trays	Tactile letter formation	Trace letters while saying sounds
Elkonin Boxes	Sound segmentation, phoneme manipulation	Move counters for each sound in words
Syllable Cards	Syllable division, multisyllabic word work	Build multisyllabic words, sort by patterns
Decodable Readers	Application of phonics patterns	Controlled text reading for specific patterns
Sound Walls	Visual organization of phonemes	Reference during word work, reinforce articulation
Magnetic Letters	Word building, pattern manipulation	Build and manipulate words on magnetic surface
Phoneme-Grapheme Cards	Sound-symbol correspondence	Quick drills, sound-symbol association practice
Fluency Phrases	Phrase-level fluency building	Repeated reading of high-frequency phrases
Comprehension Cubes	Question generation	Roll cube for question type during reading

31. Detailed Implementation Timeline

Year 1: Foundation Building

Timeframe	Focus	Key Activities
Summer Before	- Leadership team formation<br>- Initial assessment selection<br>- Professional development planning	- Establish MTSS leadership team<br>- Select universal screening tools<br>- Create master schedule with intervention blocks
First Quarter	- Initial assessment implementation<br>- Core instruction strengthening<br>- Tier 1 differentiation focus	- Administer fall universal screening<br>- Establish data teams by grade level<br>- Begin Tier 1 literacy PD<br>- Initial data wall setup
Second Quarter	- Initial Tier 2 system launch<br>- Progress monitoring implementation<br>- Data meeting routines	- Begin Tier 2 interventions for highest-need students<br>- Establish progress monitoring protocols<br>- Schedule regular data review meetings
Third Quarter	- Refined Tier 2 implementation<br>- Initial Tier 3 protocols<br>- Mid-year assessment review	- Refine Tier 2 groups based on response<br>- Develop Tier 3 intervention protocols<br>- Comprehensive mid-year data review
Fourth Quarter	- Full implementation review<br>- Summer planning<br>- Year 2 preparation	- Analyze year-long growth data<br>- Identify system strengths/needs<br>- Plan summer intervention<br>- Refine system for Year 2

Year 2: Refinement and Expansion

Timeframe	Focus	Key Activities
Summer Before	- System refinement<br>- Advanced PD<br>- Expanded resources	- Refine data systems based on Year 1<br>- Advanced intervention training<br>- Expand intervention materials
First Quarter	- Streamlined assessment<br>- Advanced Tier 1 differentiation<br>- Full Tier 2/3 implementation	- More efficient screening process<br>- Enhanced Tier 1 literacy practices<br>- Immediate intervention startup
Second Quarter	- Fidelity monitoring<br>- Complex case problem-solving<br>- Advanced progress monitoring	- Implement fidelity checks<br>- Complex case review process<br>- Enhanced data analysis
Third Quarter	- Cross-grade articulation<br>- System integration<br>- Sustainability planning	- Vertical alignment meetings<br>- Integration with other initiatives<br>- Capacity building for sustainability
Fourth Quarter	- Comprehensive evaluation<br>- Long-term planning<br>- System documentation	- Analyze two-year trends<br>- Document system for sustainability<br>- Plan for continuous improvement

Year 3: Sustainability and Integration

Timeframe	Focus	Key Activities
Ongoing	- Build internal capacity<br>- System integration<br>- Continuous refinement	- Train internal trainers<br>- Integrate with curriculum, instruction, assessment<br>- Regular system evaluation and refinement

32. Classroom Intervention Materials and Supports

Tier 1 Classroom Materials

Grade Band	Essential Materials	Optional Enhancements
K-1	- Systematic phonics program<br>- Decodable texts<br>- Rich read-aloud texts<br>- Phonological awareness resources<br>- Letter/sound cards<br>- Word wall	- Sound wall<br>- Phoneme manipulation materials<br>- Digital phonics resources<br>- Literacy centers<br>- Letter formation materials
2-3	- Advanced phonics materials<br>- Decodable texts for struggling readers<br>- Leveled texts for guided reading<br>- Vocabulary resources<br>- Fluency passages<br>- Comprehension strategy posters	- Word study notebooks<br>- Text structure frames<br>- Digital fluency practice<br>- Genre study resources<br>- Writing exemplars
4-6	- Text structure guides<br>- Academic vocabulary resources<br>- Content literacy materials<br>- Complex texts with supports<br>- Close reading protocols<br>- Discussion frameworks	- Morphology study resources<br>- Digital comprehension tools<br>- Advanced organizers<br>- Analytical reading guides<br>- Discipline-specific literacy supports

Classroom Environment Considerations

Component	Purpose	Examples
Literacy-Rich Environment	Surround students with text	- Labeled areas<br>- Word walls<br>- Student writing displays<br>- Interactive word walls<br>- Content vocabulary displays
Access to Texts	Provide range of reading materials	- Classroom library with varied levels<br>- Genre organization<br>- Interest-based selections<br>- Cultural diversity representation
Learning Centers	Support independent practice	- Word work center<br>- Listening center<br>- Writing center<br>- Research center<br>- Partner reading center
Visual Supports	Scaffold learning	- Strategy posters<br>- Anchor charts<br>- Process guides<br>- Exemplar work<br>- Learning targets display
Technology Integration	Extend learning opportunities	- Digital books<br>- Recording capabilities<br>- Interactive literacy software<br>- Research tools<br>- Creation tools

Classroom Management for Intervention

Challenge	Solution Strategies
Managing small groups while others work	- Clear independent work expectations<br>- Structured literacy centers<br>- Visual timer for transitions<br>- Self-monitoring tools<br>- Strategic pairing of students
Transition between activities	- Visual schedule<br>- Transition signals<br>- Time management systems<br>- Clear routines<br>- Minimal transition time
Material management	- Color-coded materials by group<br>- Student material managers<br>- Quick distribution systems<br>- Digital organization tools<br>- Clear labeling
Managing varied needs	- Flexible grouping plans<br>- Tiered tasks<br>- Choice boards<br>- Must-do/May-do lists<br>- Self-selected extensions
Documentation while teaching	- Simplified recording sheets<br>- Digital note-taking<br>- Student self-assessment<br>- Quick observational systems<br>- Scheduled documentation time

33. Implementation Examples for Special Settings (continued)

Rural/Small School Implementation (continued)

Resource Solutions (continued):

Digital resource libraries

Open-source intervention materials

Community partnerships for funding

Regional collaborative purchasing

Professional Development Solutions:

Virtual professional learning communities

Regional training collaboratives

Recorded training modules

Teacher-led micro-credentialing

Cross-district mentoring relationships

Urban High-Need Implementation

Challenges:

High student mobility

Diverse language needs

Trauma-informed considerations

Limited family involvement capacity

Staffing instability

Adaptations:

Continuity Solutions:

Standardized intervention protocols across schools

Digital tracking systems for intervention history

Rapid screening for new arrivals

Intervention passports for mobile students

Consistent district-wide progress monitoring tools

Multilingual Solutions:

Dual-language intervention materials

Native language foundational skill development

Culturally responsive texts

Bilingual intervention specialists

Cross-linguistic skill transfer supports

Trauma-Sensitive Approaches:

Predictable intervention routines

Relationship-building component

Self-regulation supports integrated

Strengths-based assessment

Celebration of incremental progress

Family Connection Solutions:

Multiple communication platforms

Flexible meeting times

Community-based intervention events

Home intervention kits

Family literacy programming

Special Education Settings

Challenges:

Aligning specialized instruction with MTSS

Intensive needs requiring additional modifications

Balancing IEP goals with intervention protocols

Staff role clarity

Adaptations:

Alignment Solutions:

IEP goals mapped to MTSS framework

Shared data systems between gen-ed and special ed

Co-planned intervention sequences

Specialized progress monitoring aligned to tier tools

Collaborative problem-solving structures

Intensification Strategies:

Increased frequency of interventions

Extended duration of intervention sessions

Reduced group size (1-2 students)

Additional modality supports

Technology-assisted practice opportunities

Transition Planning:

Clear criteria for movement between tiers

Supported generalization to less restrictive settings

Gradual responsibility transfer

Documentation of successful accommodations

Communication protocols between providers

Alternative Education Settings

Challenges:

Interrupted education histories

Engagement and motivation concerns

Credit recovery needs alongside skill gaps

Abbreviated enrollment timeframes

Adaptations:

Accelerated Intervention Models:

Compressed intervention sequences

High-interest, age-appropriate materials

Content literacy integrated with intervention

Double-dose scheduling

Credit-earning connections to interventions

Engagement Solutions:

Student choice within intervention framework

Real-world application components

Digital gamification elements

Project-based literacy interventions

Peer teaching opportunities

Flexible Implementation:

Entry/exit points throughout intervention sequence

Modular intervention components

Personalized intervention plans

Self-directed components

Virtual support options for transitions

34. Family Engagement in the MTSS Framework

Family Communication Guidelines

Tier Communication Principles:

Tier Communication Frequency Key Information to Share Engagement Goals

Tier 1 • Quarterly updates • Curriculum nights • Regular classroom channels • Grade-level expectations • Universal screening results • Classroom literacy approaches • Support strategies for home • Build understanding of reading development • Establish home-school connection • Provide accessible support tools

Tier 2 • Bi-weekly updates • Monthly check-ins • Progress reports • Specific skill gaps identified • Intervention approach • Progress monitoring data • Home reinforcement activities • Develop shared understanding of needs • Create consistency between settings • Gather family insights

Tier 3 • Weekly communication • Regular conference schedule • Collaborative meetings • Detailed assessment results • Intervention plans • Response to intervention data • Next step planning • Form intervention partnership • Coordinate comprehensive support • Prepare for potential evaluation needs

Communication Methods for Diverse Needs:

Language accessible materials

Multiple format options (written, digital, in-person)

Translation services

Visual representations of data

Recorded explanations of interventions

Family-friendly literacy terminology

Family Support Resources

Home Practice Materials:

Take-home decodable texts

Family-friendly skill practice games

Digital practice platforms

Recorded model lessons

Simple intervention materials kits

Visual reminders of strategies

Family Education Opportunities:

"Understanding Reading Development" workshops

Virtual literacy support webinars

Family literacy nights

Parent mentoring programs

Strategy demonstration videos

"Questions to Ask" guides for conferences

Family Involvement Options:

Home reading logs

Structured feedback mechanisms

Goal-setting participation

Intervention observation opportunities

Family input forms for problem-solving meetings

Celebration of progress rituals

35. Professional Development Framework for MTSS-Literacy

Core Professional Learning Components

Universal PD Sequence for All Staff:

Foundations of the Science of Reading
MTSS Structures and Data-Based Decision Making
Universal Screening and Progress Monitoring Tools
Effective Tier 1 Core Instruction
Culturally Responsive Literacy Practices
Family Engagement in Literacy Development

Role-Specific Training Paths:

Role	Specialized Focus Areas	Implementation Support
Classroom Teachers	• Diagnostic assessment interpretation<br>• Differentiation within core<br>• Small group intervention delivery<br>• Tier 1/2 integration	• Coaching cycles<br>• Peer observation<br>• Lesson study<br>• Model lessons
Interventionists	• Advanced diagnostic assessment<br>• Intensive intervention protocols<br>• Intervention adaptation<br>• Progress monitoring analysis	• Intervention fidelity checks<br>• Case consultations<br>• Intervention demonstration<br>• Data team leadership
Administrators	• Systems development<br>• Resource allocation<br>• Implementation monitoring<br>• Staff evaluation for MTSS	• Walk-through protocols<br>• Data review facilitation<br>• Implementation planning<br>• Barrier removal strategies
Support Staff	• Role-aligned literacy support<br>• Complementary intervention support<br>• Common literacy language<br>• Cross-disciplinary connections	• Role-specific application tools<br>• Collaborative planning guides<br>• Integration checkpoints<br>• Support service mapping

Professional Learning Delivery Models

Ongoing Learning Structures:

Initial training with follow-up application sessions
Grade-level/department collaborative teams
Cross-functional problem-solving teams
Digital micro-learning modules
Virtual professional learning communities
Expert coaching and consultation

Implementation Support Tools:

Implementation checklists
Practice-to-proficiency protocols
Video exemplars of interventions
Peer observation guides
Decision-making flowcharts
Fidelity assessment tools

Differentiated PD Approaches:

Leveled learning pathways
Knowledge and skill pre-assessments
Choice-based application components
Job-embedded practice opportunities
Mentoring relationships
Personal growth portfolios

Building Capacity for Sustainability

Leadership Development Focus:

Internal trainers program
MTSS coordination training
Data facilitation skillset
Systems thinking application
Change management strategies
Resource optimization planning

Knowledge Management Systems:

Centralized intervention resource library
Implementation documentation protocols
Cross-school sharing mechanisms
Lesson/intervention study archives
Staff expertise inventory
Success story documentation

Continuous Improvement Cycle:

Regular implementation fidelity checks
Staff confidence/competence surveys
Student outcome connections to PD
Adaptation planning based on results
Celebration of implementation milestones
Refinement based on implementation data

36. Technology Integration in MTSS-Literacy

Digital Tools for Assessment and Data Management

Assessment Technology Solutions:

Online universal screening platforms
Digital diagnostic assessment tools
Progress monitoring software with analysis features
Computer-adaptive assessment options
Digital portfolio assessment systems
Observational data collection apps

Data Management Systems:

Comprehensive student data dashboards
Early warning indicator systems
Intervention tracking databases
Custom goal setting and monitoring tools
Data visualization platforms
Decision rule automation supports

Data Integration Considerations:

Single sign-on capabilities
Cross-platform data synchronization
Role-based access controls
Data privacy compliance features
Customizable reporting functions
Historical data preservation solutions

Technology-Enhanced Interventions

Digital Intervention Resources:

Adaptive learning software
Skill-specific practice applications
Text-to-speech and speech-to-text tools
Virtual manipulatives for concepts
Gamified skill-building platforms
Interactive decodable texts

38. Resource Allocation Decision-Making

Tiered Resource Distribution Framework

Personnel Allocation Guidelines:

Core instruction staffing ratios maintained at evidence-based levels
Intervention staff distributed based on population risk profiles
Support personnel assigned to highest-need settings first
Specialized expertise shared strategically across settings
Coordination roles designated at system and building levels
Training capacity developed for internal sustainability

Material Resource Priorities:

Universal screening and progress monitoring tools as foundation
Core instructional materials aligned to science of reading
Standard intervention protocols for common needs
Specialized interventions for specific skill deficits
Technology supports for efficiency and engagement
Professional resources for ongoing staff development

Time as a Critical Resource:

Protected core instruction blocks of appropriate duration
Dedicated intervention time beyond core instruction
Staff collaboration time for data analysis and planning
Professional learning time embedded in schedules
Implementation planning time for leadership teams
Family communication and engagement time allocations

Return on Investment Considerations

Quantitative Metrics to Track:

Reduction in students requiring intensive intervention
Improved outcomes on summative assessments
Decreased special education referrals for learning disabilities
Improved graduation rates and post-secondary readiness
Reduced retention rates and grade-level repetition
Staff retention improvements in implementing schools

Qualitative Value Indicators:

Increased staff confidence in literacy instruction
Improved collaborative problem-solving cultures
Enhanced family engagement and satisfaction
More positive student attitudes toward reading
Reduced behavioral incidents related to academic frustration
Greater instructional consistency across classrooms

Cost-Benefit Analysis Framework:

Short-term implementation costs versus long-term outcome benefits
Preventive intervention versus remediation expense comparisons
Staff efficiency improvements offsetting time investments
Resource reallocation versus new resource requirements
Systems change expenses versus program purchase comparisons
Professional capacity building versus external support dependencies

39. Implementation Planning and Management

Phased Implementation Approach

Readiness Phase (3-6 months):

Infrastructure assessment and preparation
Stakeholder education and buy-in development
Leadership team formation and capacity building
Assessment system selection and preparation
Core alignment evaluation and planning
Initial professional development framework

Initial Implementation Phase (Year 1):

Universal screening system establishment
Tier 1 instructional improvements
Data team routine development
Standard protocol interventions introduction
Progress monitoring systems initiation
Communication structures establishment

Full Implementation Phase (Years 2-3):

Comprehensive intervention menu development
Problem-solving protocol refinement
Advanced intervention training
Family engagement system expansion
Data-based individualization capacity building
Fidelity monitoring systems maturation

Sustainability Phase (Years 4+):

Internal capacity maintenance systems
Continuous improvement cycles
Refinement based on outcome data
Integration with other initiatives
Knowledge management systems
Long-term resource planning

Implementation Management Tools

Project Management Frameworks:

Implementation timeline with benchmarks
Responsibility assignment matrices
Action planning templates by phase
Resource allocation tracking systems
Implementation barrier identification protocols
Solution development processes

Communication Planning Tools:

Stakeholder analysis guides
Key message development templates
Communication channel mapping
Feedback collection mechanisms
Success story documentation systems
Question/concern response protocols

Fidelity Monitoring Systems:

Implementation fidelity checklists
Walkthrough observation protocols
Self-assessment reflection tools
Intervention delivery observation forms
Data team process monitoring
Family engagement quality indicators

Change Management Considerations

Staff Engagement Strategies:

Input opportunities at key decision points
Early adopter recognition and leveraging
Scaffolded expectations for implementation
Regular celebration of progress
Problem-solving supports for challenges
Vision connections to daily practice

Resistance Management Approaches:

Anticipated concerns planning
Research and evidence provision
Low-threat initial implementation steps
Early success identification and sharing
Peer-to-peer influence leveraging
Individualized support for struggling implementers

Sustaining Momentum Techniques:

Regular progress monitoring toward goals
Visual tracking of implementation milestones
Connection of staff effort to student outcomes
Refreshed messaging as implementation evolves
Evolving challenges acknowledgment and addressing
Development of internal champions and experts

40. Evaluation Framework for MTSS-Literacy

Multi-level Evaluation Design

Student Outcome Evaluation:

Screening data trends across implementation
Intervention response rates by tier and group
Movement patterns between tiers over time
Achievement gap reduction metrics
Long-term literacy outcome improvements
Grade-level proficiency trend analysis

Implementation Process Evaluation:

Fidelity of core components implementation
Staff implementation confidence measures
Intervention delivery consistency assessment
Data-based decision making process quality
Resource utilization effectiveness
Professional development impact on practice

Systems Change Evaluation:

Structural changes sustainability
Policy alignment improvements
Resource allocation patterns
Cross-department collaboration quality
Leadership support consistency
Cultural shift indicators

Data Collection Methods and Tools

Quantitative Measurement Tools:

Universal screening outcome tracking
Progress monitoring trend analysis
Fidelity implementation checklists
Staff knowledge/skill assessments
Implementation survey instruments
Resource allocation analysis protocols

Qualitative Assessment Approaches:

Stakeholder interviews and focus groups
Implementation journey documentation
Case studies of implementation examples
Observational data on practice changes
Open-ended feedback collection
Success story compilation and analysis

Mixed Methods Integration:

Data triangulation protocols
Explanatory sequential analysis
Implementation rating rubrics
Visual data representation for multiple measures
Comprehensive evaluation dashboards
Context-sensitive interpretation frameworks

Using Evaluation for Continuous Improvement

Feedback Loop Structures:

Regular data review cycles at multiple levels
Action planning based on evaluation findings
Course correction protocols for implementation
Celebration of successful implementation components
Targeted support based on evaluation data
Refinement of the evaluation system itself

Evaluation Reporting Frameworks:

Stakeholder-specific reporting formats
Visual data dashboards for accessibility
Narrative context for numerical findings
Action recommendation inclusions
Progress highlighting across implementation phases
Comparative benchmarking when available

Knowledge Building Applications:

Contribution to implementation science
Identification of critical success factors
Documentation of effective adaptations
Building evidence for intervention effectiveness
Development of implementation guidance
Research-practice partnership opportunities

Implementation Frameworks:

Blended intervention models
Technology station rotation
Independent digital practice protocols
Remote intervention delivery options
Extended learning time through technology
Hybrid staff-technology delivery systems

Selection Criteria for Digital Tools:

Alignment with science of reading
Evidence of effectiveness
Progress monitoring capabilities
Engagement features for students
Usability for staff
Customization options for diverse needs
Implementation support availability

Accessible Technology Considerations

Universal Design Features:

Text adjustments (size, spacing, font)
Color and contrast modifications
Multiple representation options
Read-aloud capabilities
Alternative input methods
Simplified navigation options

Specialized Supports:

Text simplification tools
Language translation features
Speech recognition for English learners
Symbol-supported text
Word prediction software
Digital reading guides and masks

Infrastructure Requirements:

Sufficient bandwidth for implementation
Device availability planning
Technical support systems
Staff training on accessibility features
Technology access equity plans
Home technology connection options

37. Cost Analysis and Resource Allocation

Budget Considerations for Implementation

Startup Costs:

Initial professional development
Assessment system acquisition
Intervention materials and resources
Technology infrastructure upgrades
Data management system implementation
Scheduling/staffing transition support

Ongoing Operational Expenses:

Intervention material replacement
Progress monitoring supplies
Subscription-based digital resources
Continued professional learning
Staff time for coordination/meetings
Family engagement resources

Cost-Saving Strategies:

Resource sharing across grade levels
Digital versus print resource analysis
Train-the-trainer models
Open educational resources utilization
Cross-district purchasing cooperatives
Repurposing existing materials

Tier	Communication Frequency	Key Information to Share	Engagement Goals
Tier 1	• Quarterly updates<br>• Curriculum nights<br>• Regular classroom channels	• Grade-level expectations<br>• Universal screening results<br>• Classroom literacy approaches<br>• Support strategies for home	• Build understanding of reading development<br>• Establish home-school connection<br>• Provide accessible support tools
Tier 2	• Bi-weekly updates<br>• Monthly check-ins<br>• Progress reports	• Specific skill gaps identified<br>• Intervention approach<br>• Progress monitoring data<br>• Home reinforcement activities	• Develop shared understanding of needs<br>• Create consistency between settings<br>• Gather family insights
Tier 3	• Weekly communication<br>• Regular conference schedule<br>• Collaborative meetings	• Detailed assessment results<br>• Intervention plans<br>• Response to intervention data<br>• Next step planning	• Form intervention partnership<br>• Coordinate comprehensive support<br>• Prepare for potential evaluation needs

Reading Topics

Saturday, April 19, 2025

K-6 MTSS Literacy Intervention Decision Tree: Comprehensive Guide

1. MTSS Framework Overview

Core Components

The Five Domains of Reading

2. Assessment and Screening Framework

Universal Screeners (Administered 3x per year to all students)

Diagnostic Assessments (For identified students)

Progress Monitoring Frequency

3. Data Wall & Decision-Making Process

Data Wall Organization

Data Review Schedule

MTSS Team Composition

4. Tiered Intervention Structure

Tier 1: Universal Instruction (100% of students)

Tier 2: Targeted Intervention (Approximately 15-20% of students)

Tier 3: Intensive Intervention (Approximately 5-10% of students)

5. Intervention Decision Rules & Pathways

Entrance Criteria for Tier 2 Intervention

Entrance Criteria for Tier 3 Intervention

Exit Criteria for Interventions

Decision-Making Process

6. Evidence-Based Intervention Programs by Domain

Phonemic Awareness

Phonics & Word Study

Fluency

Vocabulary & Comprehension

7. Progress Monitoring & Goal Setting

Goal Setting Framework

Progress Monitoring Tools by Domain

Decision Rules for Intervention Adjustment

8. Case Studies & Examples

Case Study 1: Tier 2 Intervention (Phonics Focus)

Case Study 2: Tier 3 Intervention (Multiple Domains)

9. Parent & Teacher Communication

Progress Reporting Schedule

Sample Progress Report Elements

10. School-wide Response to Data Patterns

Identification of School-wide Issues

Response to School-wide Needs

11. Implementation Resources

Assessment Tools & Free Resources

Professional Development Resources

12. Special Considerations

English Language Learners

Students with IEPs

Fidelity of Implementation

MTSS Implementation Guide: Roles, Schedules & Documentation

13. Intervention Scheduling & Logistics

Master Schedule Considerations

Staffing Model Options

Intervention Documentation System

14. MTSS Team Roles & Responsibilities

Core Team Member Responsibilities

Meeting Structure & Protocols

15. Digital Tools & Data Management

Data Management Systems

Standard Data Displays

16. Student Engagement & Metacognition

Student Goal Setting Process

Student Self-Assessment Tools

17. Family Engagement Strategies

Parent Communication Calendar

Home-School Connection Resources

18. Intervention Fidelity & Quality Control

Fidelity Monitoring Schedule

Fidelity Measurement Tools

Intervention Modification Guidelines

19. Advanced Intervention Planning

Intervention Mapping Matrix

Scheduling Considerations for Complex Needs

20. Program Evaluation & Continuous Improvement

Annual MTSS Evaluation Calendar

Key Performance Indicators

Continuous Improvement Cycle

21. Technology Integration for Assessment & Intervention

Digital Assessment Tools

Evidence-Based Digital Interventions

Digital-Physical Integration Guidelines