Documente Academic
Documente Profesional
Documente Cultură
Updated: 8/7/14
Broward County Public Schools is committed to educating todays students to succeed in tomorrows world.
To achieve this goal, Broward County Public Schools focus on the differentiated needs of every student, in every classroom, in every
school. Literacy development is the foundation of all learning, and our goal is to successfully implement and sustain a multi-tiered system
of student supports to ensure College and Career Readiness for all students. Fidelity and implementation must focus on accelerating and
maximizing student academic achievement through the application of data based problem solving and effective leadership at all levels. The
implementation of a multi-tiered system of supports is integrated, aligned, and provides a sustainable system of service. This plan provides
guidance to ensure common language and understanding of Browards multi-tiered system of student supports and data-driven
collaborative problem solving to target the literacy development needs of students at all instructional levels.
Developed
by
the
Florida
Center
for
Interactive
Media
through
a
special
project
funded
by
the
State
of
Florida,
Department of Education, Bureau of Exceptional Education and Student Services. Additional resources can be found at: http://www.florida-rti.org/index.htm
The Districts Response to Intervention (RtI) Multi-Tiered System of Supports (MTSS) model guides school Collaborative Problem
Solving Teams (CPST) in implementing a tiered approach to instructional delivery that includes fidelity of instruction using a
comprehensive core literacy program and interventions of increasingly higher intensity based on the differentiated needs of students. This
multi-tiered approach to providing services and interventions to students at increasing levels of intensity is based on progress monitoring
and data analysis. Problem solving at all tier levels is a cyclical process that involves analyzing the data to identify the problem and
determine why the problem is occurring, implementing an instructional plan to target specific differentiated student needs, and evaluating
the plan to ensure effective response to the intervention.
EFFECTIVE TIER 1 INSTRUCTION WITH MINIMAL TIER 2 AND TIER 3 LEVEL NEEDS
Tier 3
Tier 1 Supports
ALL Students
Core Curriculum
Tier 2
Tier 2 Supports
SOME Students
Core Curriculum AND
Strategic Interventions
Tier 1
Tier 3 Supports
FEW Students
Core Curriculum AND
Intensive Interventions
Tier 1
Approximately 80%
Achieving Proficiency
Tier 2
Approximately 15%
Strategic Needs
Tier 3
Approximately 5%
Intensive Needs
INEFFECTIVE TIER 1 INSTRUCTION WITH MAJORITY TIER 2 AND TIER 3 LEVEL NEEDS
Data
Indicates a
Tier 1
Problem
Tier 3
Tier 1 Supports
ALL Students
Core Curriculum AND
Supplemental Instruction
Tier 2
Tier 2 Supports
SOME Students
Core Curriculum AND
Supplemental Instruction AND
Strategic Interventions
Tier 1
Tier 3 Supports
FEW Students
Core Curriculum AND
Supplemental Instruction AND
Intensive Interventions
Tier 1
Approximately 30%
Achieving Proficiency
Tier 2
Approximately 50%
Strategic Needs
Tier 3
Approximately 20%
Intensive Needs
7 - ESSENTIAL LITERACY
COMPONENTS
4 - FORMATIVE AND
SUMMATIVE
ASSESSMENT TYPES
Oral Language
Screening (formative/summative)
Phonemic Awareness
Supplemental/Comprehensive Intervention
Phonics
Diagnostic (formative)
Fluency
Outcome (summative)
Uninterrupted Block
Extended Time
Vocabulary
Comprehension
Flexible Grouping
Flexible Grouping
Writing
Scaffolded Support/Guidance
Interdisciplinary Literacy
Interdisciplinary Literacy
Reading/Writing Connection
Reading/Writing Connection
Print-Rich Environment
Print-Rich Environment
INTERDISCIPLINARY LITERACY
Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content
areas, the Language Arts Florida Standards specify the literacy skills and understandings required for college
and career readiness in multiple disciplines such as social studies, science, mathematics, and the arts.
Instruction in literacy and content-area standards should not occur in isolation, but
through an integrated, interdisciplinary approach. More engaging, meaningful, and
relevant teaching and learning experiences can occur through interdisciplinary
instruction. This practice not only provides for increasing one's depth of knowledge,
but also enhances the opportunity to build proficient literacy skills across a variety
of print and digital texts in multiple genres through collaborative discussion and
written expression for demonstrating what is learned.
As students develop new literacy skills and strategies they should be provided
frequent opportunities to apply their learning through authentic performance tasks.
Careful analysis of their authentic work products should guide teachers with
informing their instructional practice to ensure that every student is provided a
differentiated plan for learning that will maximize the potential for proficiency.
Strategies
Make close
reading and
reading of
complex texts
central to
instruction.
Provide
scaffolding that
enables
students to
grapple with
complex texts
at the
appropriate
instructional
level.
What Teachers Do
What Students Do
Strategies
Ask and
answer textdependent
questions.
What Teachers Do
What Students Do
Facilitate
daily writing
routines in
which
students write
to sources.
Help students
build
academic and
domainspecific
vocabulary
through
explicit word
study.
Help students
build
academic and
world
knowledge.
*Love, N. (2013). Data Literacy for Teachers. National Professional Resources, Inc.
SCREENING ASSESSMENTS
informal inventories that provide a baseline indication of student preparation for grade-level literacy instruction
used to determine the need for differentiated support during both initial core instruction for all students (Tier 1) and intervention
instruction for striving learners (Tier 2 and Tier 3)
PROGRESS MONITORING ASSESSMENTS
provide a quick sample of critical literacy skills that indicate student progress toward grade-level proficiency
used to evaluate the effectiveness of initial core and intervention instruction
provides indication whether greater instructional intensity is needed in order to meet adequate progress
different types and purposes for progress monitoring, which call for a range in the frequency of administration
provide data on mandatory quarterly progress monitoring of Individual Education Plan (IEP) goals for students with disabilities
OUTCOME ASSESSMENTS
used to evaluate the effectiveness of long-term Tier 1, 2, and 3 literacy instruction for all students through the measurement of
progress on critical grade-level standards and benchmarks
Oral
Phonemic
Language Awareness Phonics
(Grades 1-5)
Vocabulary Comprehension
Fluency
(Grades K-5)
(Grades K-5)
Intervention Program Embedded Assessments: progress monitoring mastery of skills taught in programs
Appendix A contains a continuum of foundational literacy skills that include the following concepts:
Print Concepts, Phonological Awareness, Phonemic Awareness, Phonics, High-Frequency Words, and Spelling
Assessment of student writing is an ongoing process and should occur across a variety of text types and purposes for measuring progress toward proficiency.
It is essential to provide frequent prescriptive feedback to students and differentiate instruction to meet the specific needs of all developing writers.
Narrative
Informative/Explanatory
Opinion
Journeys Supplemental
Resources
Oral
Language
X
Grades 1-5
X
Grades 1-5
X
Grades 1-5
X
Grades 1-5
Write-In Reader
Grades 1-5
X
Grades 1-2
Phonics
Fluency
X
Grades 1-5
Teaching Resources
Grade K
Phonemic
Awareness
Appendix A contains a continuum of foundational literacy skills that include the following concepts:
Print Concepts, Phonological Awareness, Phonemic Awareness, Phonics, High-Frequency Words, and Spelling
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
X
X
Writing
X
X
Using instructional technology resources as a Tier 2 or Tier 3 academic intervention REQUIRES the teacher provide
direct instruction to students targeting their deficient needs. Frequent progress monitoring of the targeted intervention
is also required. Independent student work on the computer does NOT constitute Tier 2 or Tier 3 intervention instruction.
The HMH Journeys instructional technology resources charted above are not computer adaptive or diagnostic, therefore,
the teacher will be responsible for adjusting instructional implementation based on individual student needs.
Intensive Intervention
Resources
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Leveled Literacy
Intervention (LLI) *
(Fountas and Pinnell)
Grades K-5
* The Leveled Literacy Intervention (LLI) program has been implemented in nine Broward elementary schools as part of
the Race to the Top - Coconut Creek Primary Reading Initiative. Documented student achievement has provided the
foundation for ensuring its efficacy for meeting the comprehensive, intensive intervention needs of K-5 students.
+ The Units of Study in Opinion, Information, and Narrative Writing program is based on the research of the National
Reading and Writing Project conducted at the Teachers College in New York. This comprehensive writing program
thoroughly covers the three major writing types in the Florida Standards through the writing process specific to each
type of writing. The program is appropriate for implementation as a supplement to Tier 1 core instruction or as a
strategic or intensive intervention.
Appendix A contains a continuum of foundational literacy skills that include the following concepts:
Print Concepts, Phonological Awareness, Phonemic Awareness, Phonics, High-Frequency Words, and Spelling
Content
Reading
Process
Product
Learning Environment
Writing
INSTRUCTIONAL READING LEVEL COMPARISON CHART: READINESS THROUGH GRADE 5 (Quantitative Measurements)
Grade Level: Basal Level
Rigby PM
Benchmark
Assessment
Level
Developmental Reading
Assessment
(DRA Classic/DRA2)
Level
Accelerated
Literacy Learning
(A.L.L.)
Level
Common Core
Text Complexity
Grade Band
Lexiles*
A, 1, 2
N/A
Grade K-1 Band
3, 4
3, 4
Kindergarten: Emergent
5, 6
5, 6
Grade 1: Pre-Primer 1
7, 8
7, 8
Grade 1: Pre-Primer 2
9, 10
10
9, 10
Grade 1: Pre-Primer 3
11, 12
12
11, 12
Grade 1: Primer 1
13, 14
14
13, 14
Grade 1: Primer 2
15, 16
16
15, 16
Grade 1: Late
17, 18
18
17, 18
Grade 2: Early
19
20
19
Grade 2: Mid
20
24
20
Grade 2: Late
21, 22
28
NA
Grade 3: Early
23
30
NA
Grade 3: Mid
24
34
NA
Grade 3: Late
25
38
NA
Grade 4: Early
26
Grade 4: Mid
27
Grade 4: Late
28
Grade 5: Early
29
Grade 5: Mid
30
Grade 5: Late
NA
Texts for
kindergarten and
grade 1 may not be
appropriate for
quantitative analysis,
as they often contain
difficult-to-access
features designed to
aid early readers in
acquiring written
language.*
420 820
Grade 2-3 Band
NA
40
NA
NA
44 DRA Classic
50 DRA2
NA
740 1010
Grade 4-5 Band
NA
NA
*Text Complexity Grade Bands and Associated Lexile Ranges are found in Figure 1 on page 4 of the Common Core State Standards for English Language Arts, Supplement to
Appendix A (2013). MetaMetrics has realigned its Lexile ranges to match the Standards' text complexity grade bands and has adjusted upward its trajectory of reading comprehension
development through the grades to indicate that all students should be reading at the college and career readiness level by no later than the end of high school. The wider bands allow
for more flexibility in the primary grades where students enter school with widely vast preparation levels.
The QUANTITATIVE dimension of text complexity refers to aspects such as word length or frequency, sentence length, text length, and text cohesion. The quantitative
measurement fails to consider the QUALITATIVE dimension such as levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands. The
quantitative dimension also fails to consider the READER (cognitive abilities, motivation, interest, knowledge, experiences) and the TASK (purpose, complexity, questioning level).
*Common Core State Standards for English Language Arts, Appendix A (2010), pages 4-8.
APPENDIX A:
CONTINUUMS OF THE LANGUAGE
ARTS FLORIDA STANDARDS
FOUNDATIONAL READING SKILLS
Print Concepts, Phonological Awareness, Phonemic Awareness, Phonics, High-Frequency Words, Spelling
Less Complex
More Complex
More
Complex
EXAMPLES/INDICATORS
Print
represents
what
words
say;
Picture
represents
the
print
message
Use
print
to
read
the
words
Use
letters
and
words
to
write
a
message
Recognize
own
name
has
familiar
letters,
starts
with
capital
letter,
has
lowercase
letters,
always
written
same
Each
letter
has
a
name
and
a
shape
When
the
letters
c
-
a
-
t
are
combined
they
represent
the
word
cat
Use
finger
to
track
print.
Sweep
finger
left
to
right
Turns
pages.
Point
to
first
and
last
word
Point
to
first
and
last
letter
Point
to
top
and
bottom
of
the
page
Points
to
one
word
for
each
spoken
word
Uses
spaces
when
writing
to
separate
words
Uses
fingers
to
frame
a
sentence
Uses
punctuation
marks
when
writing
to
indicate
sentences
Count
the
words
on
a
page
Points
to
spaces
between
words
Uses
spaces
when
writing
to
separate
words
Matches
letter
name
to
written
form
Writes
letters
correctly
Sentence
Features
Common
Sentence
Punctuation
DESCRIPTION
Cadence
of
English
language
Match
ending
sounds
of
words
to
recognize
and
produce
rhyming
words
Produce
groups
of
words
beginning
with
same
initial
sound
Segment
sentences
into
spoken
words
Blend
syllables
to
say
words
or
segment
spoken
words
into
syllables:
begin
with
compound
moving
to
non-compound
words;
Syllabication
includes
counting,
pronouncing,
blending,
and
segmenting
syllables
in
spoken
words
Blend
and
segment
initial
consonant
or
consonant
cluster
(onset)
and
vowel
with
consonant
sounds
spoken
after
it
(rime)
EXAMPLES/INDICATORS
rhythm
of
nursery
rhymes
and
songs
bat,
cat,
hat,
rat,
sat
big
blue
box
The
cake
is
red.
1
2
3
4
/play/
/house/
/ta/
/ble/
/m/
/ice/
/sh/
/ake/
V
=
vowel,
C
=
consonant
(e.g.,
CVC
indicates
a
consonant,
vowel,
consonant
patterned
word
such
as
c-a-t)
Instruction
and
Interventions,
Literacy
Department
8/6/14
More
Complex
CONCEPT
Phoneme
Isolation
Phoneme
Blending
Phoneme
Segmentation
Phoneme
Manipulation
DESCRIPTION
Recognize
separate
phonemes
in
words:
beginning
with
phoneme
identification
of
initial
sound,
then
final
sound,
then
middle
sound
Listen
to
a
sequence
of
spoken
phonemes
then
combine
into
words
Less
to
more
complex
order:
VC,
CV,
CVC,
CCVC,
CVCC,
words
with
long
vowel
sounds
Count
out
the
separate
phonemes
in
the
word
saying
each
sound
as
tapping
out
or
counting
Less
to
more
complex
order:
VC,
CV,
CVC,
CCVC,
CVCC,
words
with
long
vowel
sounds
Manipulate
sounds
to
form
different
words
that
include
phoneme
deletion,
addition,
and
substitution
EXAMPLES/INDICATORS
first
sound
in
mad:
/m/
last
sound
in
duck:
/k/
middle
sound
in
cup:
/u/
/sssaaattt/
then
/s/
/a/
/t/:
sat
stop
consonants:
/doooog/:
dog
/mmmuuussst/:
must
2
sounds
in
at:
/a/
/t/
3
sounds
in
met:
/m/
/e/
/t/
4
sounds
in
stop:
/s/
/t/
/o/
/p/
5
sounds
in
trust:
/t/
/r/
/u/
/s/
/t/
train
without
the
/t/:
rain
add
/s/
to
park:
spark
take
/s/
away
from
slap:
lap
take
/s/
away
from
slap
and
move
to
the
end:
laps
V
=
vowel,
C
=
consonant
(e.g.,
CVC
indicates
a
consonant,
vowel,
consonant
patterned
word
such
as
c-a-t)
More
Complex
CONCEPT
DESCRIPTION
Use
beginning
consonant
sounds
Use
ending
consonant
sounds
Use
letters
representing
two
or
more
beginning
consonant
sounds
Use
consonant
clusters
that
blend
two
or
three
consonant
sounds
(onsets)
gr
1
Use
consonant
sounds
represented
by
consonant
Consonant
digraphs
gr
1
Letter-Sound
Use
middle
consonant
sounds
sometimes
represented
Relationships
by
double
letters
EXAMPLES/INDICATORS
s,
m,
t,
b,
f,
r,
n,
p,
d,
h,
c,
g,
j,
l,
k,
v,
w,
z,
qu,
y,
x
b,
m,
t,
d,
g,
n,
p,
f,
l,
r,
s,
z,
ff,
ss,
ll,
tt,
ck
c,
g,
th,
ch:
car,
city;
get,
gym;
think,
they;
chair,
chorus,
chateau
bl,
cl,
fl,
pl,
pr,
br,
dr,
gr,
tr,
cr,
fr,
gl,
sl,
sn,
sp,
st,
sw,
sc,
sk,
sm,
scr,
squ,
str,
thr,
spr,
spl,
shr,
sch,
tw
sh,
ch,
th,
wh
bb,
cc,
dd,
ff,
ll,
mm,
nn,
pp,
rr,
ss,
tt,
zz
Use
letters
that
represent
consonant
clusters
(blends)
ct,
ft,
ld,
lp,
lt,
mp,
nd,
nk,
pt,
rd,
rk,
sk,
sp,
st,
at
end
of
word
lf,
nt
lamb,
know,
pick,
wrap,
gnome,
scene,
sign,
Use
consonant
letters
that
represent
no
sound
rhyme,
khaki,
calm,
island,
listen,
light
Use
letters
that
represent
consonant
digraphs
at
end
sh,
th,
ch,
ck,
tch,
dge,
ng,
ph,
gh
of
word
(make
one
sound)
Use
letters
that
represent
less
frequent
consonant
gh,
ph
digraph
at
beginning
or
ending
of
word
(making
one
rough,
phone,
graph
sound)
Understand
consonant
sounds
represented
by
several
final
k
sound:
picnic,
unique,
make,
kayak,
different
letters
or
letter
clusters
duck;
final
f
sound:
stiff,
cough
Understand
some
consonant
letters
represent
several
ch:
cheese,
school,
machine,
choir,
yacht
different
sounds
Instruction
and
Interventions,
Literacy
Department
8/6/14
More
Complex
Use
long
vowel
sounds
in
words
Vowel
Letter-Sound
Use
vowels
in
words
with
silent
e
Relationships
Contrast
long
and
short
vowels
Use
y
as
a
vowel
sound
Use
letter
combinations
representing
long
vowel
sounds
Use
letter
combinations
representing
other
vowel
sounds
Recognize
letter
combinations
may
represent
two
different
vowel
sounds
Use
vowel
sounds
in
open
syllables
Use
vowel
sounds
in
closed
syllables
Use
vowel
sounds
with
r
Instruction
and
Interventions,
Literacy
Department
8/6/14
More
Complex
CONCEPT
DESCRIPTION
Instruction
and
Interventions,
Literacy
Department
8/6/14
EXAMPLES/INDICATORS
Word
families:
bake,
make,
take;
fly,
spy,
why;
grow,
show,
throw
cat,
bed,
sit,
top,
sun
-ad,
-ag,
-an*,
-am,
-at*,
-ed,
-en,
-et,
-ig,
-in*,
-it*,
-og,
-op*,
-ot,
-ut
-ab,
-ap*,
-ar,
-aw*,
-ay*,
-ed,
-eg,
-em,
-en,
-ib,
-ip*,
-ix,
-ob,
-od,
-ow
(blow/cow),
-ug*,
-um,
-un
-all*,
-ell*,
-ill*,
-oll,
-uff
-eed,
-eek,
-eel,
-een,
-eem,
-eep,
-eer,
-eet,
-ood,
-ook,
-ool,
-oom,
-oon
-ade,
-ace,
-age,
-ake*,
-ale*,
-ame*,
-ane,
-ape,
-ate*,
-ice*,
-ide*,
-ike,
-ile,
-ime,
-ine*,
-ite,
-ive,
-obe,
-oke*,
ope,
-ore
More
Complex
VCC
Phonogram
Pattern
Use
phonograms
with
ending
consonant
clusters
to
read
and
write
VVC
Phonogram
Pattern
Short
vowel
sound
to
letter
patterns
Long
vowel
sound
to
letter
patterns
Instruction
and
Interventions,
Literacy
Department
8/6/14
Advanced
phonogram
patterns
Frequent
patterns
Short
vowel
patterns
Long
vowel
pattern
Other
vowel
patterns
More
Complex
V
=
vowel,
C
=
consonant
(e.g.,
CVC
indicates
a
consonant,
vowel,
consonant
patterned
word
such
as
c-a-t)
*Most
common
phonograms
CONCEPT
Less
Complex
One
or
Two
Letters
More
Complex
Three
or
More
Letters
Five
or
More
Letters
DESCRIPTION
EXAMPLES/INDICATORS
I,
a,
am,
an,
as,
at
be,
by,
do,
go,
he,
in,
is,
it,
me,
my,
of,
on,
or,
so,
to
up,
us,
we
10
More
Complex
PHASE
DESCRIPTION
EXAMPLES/INDICATORS
HDIsZklHiLjlHilE
OZApTIm
DWAPDEPS
HLvd
TwR
Onz
apon
a
tim
der
was
a
prede
prinses
who
live
in
a
hi
twr.
Once
apon
a
time
their
was
a
prety
princess
who
lived
in
a
hy
tour.
Once
upon
a
time
there
was
a
pretty
princess
who
lived
in
a
high
tower
Bibliography
Pinnell,
G.
S.
&
Fountas,
I.
C.
(2011).
The
Continuum
of
Literacy
Learning,
Grades
PreK-2,
2nd
edition.
Portsmouth,
NH:
Heinemann.
Pinnell,
G.
S.
&
Fountas,
I.
C.
(2011).
The
Continuum
of
Literacy
Learning,
Grades
3-8,
2nd
edition.
Portsmouth,
NH:
Heinemann.
Florida
Department
of
Education
(2014)
Language
Arts
Florida
Standards,
Tallahassee,
FL.
Rees,
D.
&
Rivalland,
J.
(1997).
Spelling
Developmental
Continuum.
Portsmouth,
NH:
Heinemann.
11
APPENDIX B:
ELEMENTARY SUPPLEMENTAL
LITERACY RESOURCES CHART
Oral
Language
English Language
Learners Resources
(Grades K-5)
X
Grades 1-5
X
Grades 1-5
X
Grades 1-5
X
Grades 1-5
Teaching Resources
(Grade K)
Write-In Reader
(Grades 1-5)
X
Grades 1-2
Phonemic
Awareness
Phonics
Fluency
Vocabulary Comprehension
X
Grades 1-5
Writing
Reading and writing are reciprocal processes.
Lessons in reading should be accompanied
by opportunities for routine writing.
Journeys
Supplemental
Resources
Appendix A contains a continuum of foundational literacy skills that include the following concepts:
Print Concepts, Phonological Awareness, Phonemic Awareness, Phonics, High-Frequency Words, and Spelling
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
X
X
Writing
X
X
Using instructional technology resources as a Tier 2 or Tier 3 academic intervention REQUIRES the teacher provide
direct instruction to students targeting their deficient needs. Frequent progress monitoring of the targeted intervention
is also required. Independent student work on the computer does NOT constitute Tier 2 or Tier 3 intervention instruction.
The HMH Journeys instructional technology resources charted above are not computer adaptive or diagnostic, therefore,
the teacher will be responsible for adjusting instructional implementation based on individual student needs.
Supplemental Resources
Accelerated Literacy
Learning (A.L.L.)
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary Comprehension
Writing
Grades 1-2
Elements of ReadingVocabulary
Grades K-5
Fundations
Grades K-2
Grades K-5
X
Grades K-2
Great Leaps
Grades K-2; 3-5
Leveled Literacy
Intervention (LLI)
X
Grades K-2
Grades 1-5
Quick Reads
Grades 2-5
X
X
Supplemental Resources
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Six-Minute Solution
Super QAR
Grades 1-5
Text Talk
Grades K-3
Writing
Grades K-1
Soar to Success
Vocabulary Comprehension
Vocabulary
Improvement Program
Grades 4-5
Wilson Reading
Grades 3-5
Grades K-5
Grades K-5
Oral
Language
Phonemic
Awareness
Phonics
Achieve3000 KidBiz
Grades 2-5
Destination Reading
Grades K-3; 4-5
X
Grades K-3
Vocabulary Comprehension
Earobics
Grades K-3
iReady
Grades K-5
iStation
Grades K-5
X
Grades K-3
QuickReads Technology
Grades 2-5
Fluency
Writing
Using instructional technology resources as a Tier 2 or Tier 3 academic intervention REQUIRES the teacher provide
direct instruction to students targeting their deficient needs. Frequent progress monitoring of the targeted intervention is
also required. Independent student work on the computer does NOT constitute Tier 2 or Tier 3 intervention instruction.
The computer adaptive property may generate automatically while the student is working within the instructional
technology resource or may require the teacher to adjust student placement based on the analysis of performance data.
Intervention Resources for English Language Learners and Striving Literacy Learners
Supplemental
Language
Acquisition
Resources
Academic
Notebooks-Language
of Math
Grades K-5
Language Classification
A1-C1
Content Academic
Vocabulary System
(CAVS) Materials
Science/Math
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Grades K-5
Language Classification
A1-C1
Content of Essentials
for Science
Grades K-5
Language Classification
A1-C1
English In My Pocket
Grades K-2
Language Classification
A1-A2
Journeys ELL
Resources
Grades K-5
Language Classification
A1-C1
Writing
Intervention Resources for English Language Learners and Striving Literacy Learners
Supplemental
Language
Acquisition
Resources
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Lets Go Series
Grades K-5
Language Classification
A1-B1
Newcomer Kit
Levels I, II, III
Grades K-5
Language Classification
A1-B1
Radius Machines
Grades K-5
Language Classification
A1-C1
Writing
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
Reading Mastery
SMiLE
STAR
Talkies
Using instructional technology resources as a Tier 2 or Tier 3 academic intervention REQUIRES the teacher provide
direct instruction to students targeting their deficient needs. Frequent progress monitoring of the targeted intervention
is also required. Independent student work on the computer does NOT constitute Tier 2 or Tier 3 intervention instruction.
Some of the instructional technology resources charted below have computer adaptive and/or diagnostic potential,
therefore, the teacher will be responsible for adjusting instructional implementation based on individual student
needs if the resource does not automatically adapt based on student performance.
Supplemental ESE
Technology Resources
Classroom Suite
Diagnostic
Cloze Pro
Computer Adaptive
Kidspiration
Computer Adaptive
PIX Writer
Computer Adaptive
Unique Learning
(Science and Social Studies
Supplement)
Oral
Language
Phonemic
Awareness
Phonics
Fluency
Vocabulary
Comprehension
Writing
"The School Board of Broward County, Florida, prohibits any policy or procedure
which results in discrimination on the basis of age, color, disability, gender,
national origin, marital status, race, religion, or sexual orientation."