• Magic Penny- This program is focused on early literacy development in Pre-Kindergarten through Second Grade. It takes children step-by-step using developmentally appropriate teaching methods. Each step trains the child's brain to do one of the tasks that will be expected when the child reads. Each step is developed with a game or enjoyable activity that enables a child to develop the important brain connections for reading success. Every Magic Penny step is sequential and builds upon skills developed in the step before. The main skills that are focused on are beginning sounds, ending sounds, rhyming words, phoneme segmentation and reading sight words. This is used as a Tier I Intervention in Kindergarten and a Tier II Intervention in grades 1 & 2. 

       

    • Early Reading Inventory (ERI) - This program focuses on helping struggling readers by putting an emphasis on deep meaning of vocabulary and important concepts. ERI puts an emphasis on mastering letter names, letter sounds, print concepts and letter-sound relationships. ERI is used with Kindergarten students.    Tier II Intervention.

       

    • Read Naturally­- The core steps of the Read Naturally fluency-focused Program incorporates the proven Read Naturally strategy of teacher modeling, repeated reading, and progress monitoring to maximize reading proficiency. Along with working on fluency, students will be working on understanding vocabulary words, making predictions, re-telling the story and completing comprehension questions. This program is also available online as Read Live, which can service students in 1st-highschool. This is a Tier II Intervention. 

       

    • Soar To Success- This program pairs fiction and nonfiction selections together to engage, motivate, and inform students, while building comprehension skills. It gives the students many strategies they need to become fluent strategic readers. This program addresses all five of the critical skills needed for reading success: phonemic awareness, phonics, vocabulary, fluency, and comprehension. This is for grades 1-4. This is a Tier II Intervention.

    • Corrective Reading This program provides rigorous and direct instruction in decoding and comprehension. This is a research-based direct instruction teaching model that uses critical skills and strategies to accelerate progress. Teacher modeling and demonstration to boost student confidence and success are key in this program. The students participate in guided practice, independent practice and application to gradually transfer responsibility for learning.  This program gives them adequate practice and review to develop deep mastery of skills and concepts.  This is for Grades 3 & 4. This is a Tier III Intervention. 


    • My Sidewalks (Levels A-D) - This program is developed by Scott Foresman to mirror the Reading Street program. This reading series follows the scope and sequence of Reading Street and is designed for students who are unable to read and comprehend grade level material. This intervention targets phonemic awareness, phonics, fluency, vocabulary and comprehension. This program is for students in grades 1-4. This can be a Tier II Intervention or Tier III Intervention. 

    • Reading Mastery-

      Grades K and 1:  This intervention is designed to teach students skills needed to become accurate and fluent readers. Decoding is taught explicitly and systematically. There are numerous opportunities for building fluency, allowing students to focus on the meaning of the text. Comprehension instruction begins early to teach students how to infer, predict, and conclude. 

       

      Grade 2: Continue to emphasize accurate and fluent decoding. The primary

      focus of these levels is to teach students how to “read to learn.” Students are taught: The skills necessary to read, comprehend, and learn from informational text. Background information needed for content area reading through information passages. The background information that becomes the basis from which students make inferences as they read. Tier III Intervention.