Part II: Student Supports
Interventions: The following evidence-based interventions provide explicit and systematic instruction and are available for students in need of additional support, including students with characteristics of dyslexia:
Intervention Resources
i-Ready
● RGR - Blast
● RGR - Boost
● IXL
● UFLI (University of Florida Literacy Institute)
● Read Naturally
Teachers are trained in the Science of Reading through either LETRS (Language Essentials for Teachers of Reading and Spelling) or Keys to Reading Success
Monitoring of Progress
The district monitors students' progress on a
weekly basis using a battery of skill-specific
probes, aligned with individual needs, including:
● Letter Identification (Letter ID)
● Letter Sounds
● Nonsense Word Fluency (NWF)
● Word Segmenting
● Oral Reading Fluency (ORF)
The progress data collected during interventions is used as part of the district’s MTSS (Multi-Tiered System of Supports) process to inform instruction, ensuring that each student receives the appropriate instruction based on their screening and diagnostic results
Personal Reading Plans
This plan,(see link) River Ridge Personal Reading Plan includes:
● A description of the science-based early literacy programming
● Early literacy assessment data
● Overall early literacy analysis
● Student goals and support plan
● Additional services to accelerate early literacy skills
● Recommendations for culturally relevant early literacy learning
● Record of attendance and progress
● Record of communication with parent/caregiver(s)
The district will provide a copy of the plan to guardians no later than the third Friday in November or within 10 days of a subsequent screener or diagnostic assessment requested by a parent or teacher.
Guardians will explicitly receive updates about the student’s progress at least every 10 weeks.
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