READING INTERVENTIONS USING MULTITIER SYSTEM SUPPORTS

EXECUTIVE SUMMARY

Each school will provide continual data-driven assessment and Multitier System Supports (MTSS) intervention for children that are reading below grade level proficiency. MTSS will be provided quickly and as needed for each student's reading literacy attainment.

Issue:

Approximately one-third of students read at advanced (3%) or proficient (30%) levels. Early identification and targeted interventions are the keys to improving these statistics. All teachers must be skilled reading literacy teachers to ensure that comprehension is occurring in all subject areas. Research has shown that background knowledge is second only to vocabulary in enhancing reading comprehension outcomes for secondary readers.

Why this is important:

  • Up through 3rd grade children learn to read; after 3rd grade they read to learn. By grade 3 students need to enter a different phase of reading with the connected purposes of "reading for knowledge" (reading literacy) and of writing and speaking with structure and thought. To ensure students are reading literate, MTSS are imperative.
  • Each content area (e.g. math, science, social studies, and English language arts) has a unique vocabulary used to communicate concepts and explain processes. Students need to learn what these words mean and how to use them within the multiple contexts of reading, writing, and speaking.
  • Teachers and schools must not wait until a student is significantly behind grade-level reading before assessing skills and providing targeted supports. Each school must provide continual data-driven assessment and provide MTSS intervention quickly and as needed for each student's reading literacy attainment.

Goals of section:

  • For all schools and classrooms to ensure students' grade-level reading proficiency by offering Multitier System Supports in both instruction and intervention in general education.
  • To ensure that all students learn to apply critical analysis, inference, interpretation, and summation of printed materials, with the goal that students understand the text and respond through productive discussion and written answer.

How to Achieve these Goals:

  • Students must be identified early for reading failure through screenings and sustainable assessments that chronicle students' ongoing attainment of learning skills, including specific reading development markers, reading fluency, language, and writing.
  • Teachers in content areas will teach reading skills while delivering core content that meets state and district requirements.

Key Points:

MTSS involves considerable teacher and school-based knowledge in the use of evaluation, communication, and collaboration to guide instructional supports and to ensure continuous, organized planning for each student's progress. School culture must recognize that every content-area teacher is a literacy teacher, because reading and writing are involved in every subject area. Reading and writing literacy strategies must be implemented as a schoolwide program with a vision of high levels of student achievement in reading and subject-area literacy.

Executive Summary

KEY COMPONENTS

ROADMAP AND SPECIFICS

MODEL LEGISLATION LANGUAGE