INTERVENTION

🎯 Intended Use:

DLI Grades K-5  Supplemental Intervention (Tier 2) and/or Intensive Intervention (Tier 3) Instruction 

Adelante is designed as a supplemental intervention tool for Grades K-5 in Dual Language Immersion (DLI) programs, providing Tiers 2-3 instructional support in Spanish. This resource aims to enhance Spanish literacy skills for emerging bilingual students who require targeted intervention.

🪜 District Level Implementation Support:

• Professional Development: Ongoing training for educators on effective use of Adelante within DLI intervention models.

• Coaching & Mentorship: Support from DLI Specialists and instructional coaches to refine Spanish intervention strategies.

• Collaborative Planning: Opportunities for teachers to engage in PLCs focused on intervention best practices and student progress monitoring.

• Resource Allocation: Access to Spanish literacy materials, intervention lesson plans, and assessment tools tailored for bilingual learners.

• Data-Driven Instruction: Guidance on utilizing student performance data to inform targeted interventions and measure language development.

📋 Program Use Requirements:

• Targeted Student Support: Adelante is used for students requiring additional support in Spanish literacy within the DLI framework.

• Language Allocation Guidelines: Instruction is provided in Spanish, aligning with DLI program language use models.

• Differentiated Instruction: Lessons incorporate scaffolds and strategies to meet diverse learning needs within Spanish intervention groups.

• Family & Community Engagement: Schools should encourage family involvement in supporting Spanish literacy at home.

• Assessment & Progress Monitoring: Educators utilize formative and summative assessments to track student progress and adjust interventions accordingly.

🎯 Intended Use:

Grades 6-12  Core (Tier 2 and 3) Mathematics Instruction 

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and virtual sessions led by district staff in order to support their implementation of the non-negotiables.  

• Coaches will attend ILA sessions during grade band meetings to facilitate effective implementation of the curriculum within their schools.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support  

📋 Program Use Requirements:

• All students must complete an initial ALEKS Knowledge Check to determine their individualized learning pathway.

• Students should engage with ALEKS for at least 60 minutes per week, divided into multiple sessions.

• Schools may implement ALEKS during class, homework,  intervention blocks, or after-school tutoring sessions.

• Combine ALEKS online instruction and teacher-facilitated small-group instruction.

• Teachers should engage each student in ALEKS data chat at least monthly.

🎯 Intended Use:

Reading Intervention Grades 2-5,  RTA Summer Camp

Tier 2 Supplemental Intervention Support: Fluency, Vocabulary,  and Comprehension 

Tier 3 Intensive Intervention Support: Fluency, Vocabulary,  and Comprehension Grades 

For the 2024-25 school year, Amira Learning is being piloted in 6 of 35 elementary schools across DPS.

Amira Learning is a supplemental and intensive intervention support for students in grades 2-5.  Amira Learning provides 1:1 reading tutoring, oral reading fluency assessment, and dyslexia risk screening. After students take a reading fluency assessment, they are automatically placed into powerful 1:1 reading tutoring powered by dozens of precise micro-interventions rooted in the Science of Reading. Amira Learning provides a Diagnostic Report that will show skills within a student’s Zone of Proximal Development and provide a set of recommended reading resources to instruct those skills. Amira Learning is the first program of its kind to support all five pillars of reading (Phonemic Awareness, Phonics, Fluency, Vocabulary, and Reading Comprehension). 

🪜 District Level Implementation Support:

Amira Professional Development is provided to teachers that will be implementing Amira Learning. Specific training is provided for administrators to maximize student engagement and data disaggregation. Amira Champions are school-level support personnel that will assist in supporting the Amira Learning implementation and teachers providing intervention support to students. Amira Champions will also provide feedback to Amira Learning representatives and the district MTSS team. 

• Amira Learning Principal Onboarding Module

• Amira Learning Initial Teacher Training

• Amira Learning Champion Training 

📋 Program Use Requirements:

In DPS, Amira Learning is intended to be used strictly as a supplemental or intensive intervention support (Tier 2 or Tier 3) in grades 2-5, as defined by the DPS Standard Treatment Protocol. It is not to be used as part of or as a substitute for Core Literacy instruction. 

• For the 2024-25 school year, Amira Learning is being piloted in 6 of 35 elementary schools across DPS.

• School based plan for implementation and schedule to address the program specified minutes for program fidelity of implementation (10 minutes per day, 30 minutes per week minimum). 

• Complete implementation training modules.

• Daily usage of the Amira Learning program will be monitored through the HMH platform.

• Dedicated time for data disaggregation (student digital platform usage, progress, and attendance) as PLC or problem-solving team. 

The goals for Amira Learning:

• Advance the literacy skills for students not meeting grade-level expectations, deepen and expand fluency, vocabulary, and reading comprehension 

• Increase student reading proficiency and maximize growth

• Meet the needs of struggling readers

• Monitor student progress.

Resources:

• Amira Learning Resources

• Amira Learning Implementation Planning Guide

🎯 Intended Use:

Grades K-5  Supplemental Intervention (Tier 2) Reading and/or Intensive Intervention (Tier 3) Reading in schools that have adopted ARC as the Core English Language Arts curriculum (Club Blvd, Forest View, Little River, Lyon’s Farm, Mangum, Pearsontown, Southwest) with the exception of those on Extended Content Standards (Extend 1 students) and those in Dual Language Immersion (DLI) classrooms.

ARC Word Study aligns to the science of reading (ARC Core and the Science of Reading ). Resources provide explicit and systematic instruction in foundational reading skills, including print concepts, phonological awareness, advanced phonemic awareness, letter formation, phonics, word recognition, word study, spelling, morphology, and fluency. Products also intentionally build knowledge with content-rich texts and daily writing to practice skills and support learning. ARC supports students to become successful readers. ARC provides multiple intervention solutions for different grade levels that provide the perfect blend of direct instruction and differentiated support. 

ARC resources include:

• Teacher guide

• Word Study Notebook

• Home Book Static Library: Engage every student with books proven to turn kids into avid readers

• IRLA: Identify what each student can do and what they MOST need to learn next

• IRLA Toolkits: Facilitate differentiated instruction with authentic text application in flexible, strategic small groups

• SchoolPace: Monitor student reading progress in real time to intervene early and accelerate growth

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and/or virtual sessions led by district staff in order to support their implementation of foundational skills and word study studio.

• Delegates will attend face-to-face and/or virtual sessions to develop their capacity as leaders of ELA instruction in DPS and support their colleagues.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support

• Foundational Skills Scope and Sequence

• Scope and Sequence 

📋 Program Use Requirements:

• Dedicate time for grade levels to discuss and plan for ELA instruction for students in Professional Learning Communities using the ARC curriculum.

• School-Level Teacher Leader/Coach/Administrator/ Central Office Staff support (including feedback and coaching)  through the use of walkthrough (Curriculum Fidelity Walkthrough Tool and post-observation conferences)

• Follow DPS K-5 ELA Curriculum Guides  with minimal adjustments to ensure increased level of text complexity and questioning as the year progresses. Adhere to district non-negotiables as defined below:

  • Evaluate literacy schedules to ensure that all grade levels have the district required 90-120 daily minutes for ELA  instruction. 

🎯 Intended Use:

Grades 6-12 Supplemental (Tier 2) and/or Intensive (Tier 3) Reading Instruction 

• All students in grades 6-12 have access to Reading Plus accounts through the Clever portal for the purposes of taking the InSight reading diagnostic screener.

• All students grade 6-12 are encouraged to take the InSight diagnostic screener. 

• Screener data for all students is available to principals and principal identified Reading Plus Site Admins.

• Students enrolled in a Reading Plus class will be automatically prescribed lessons as needed in the following categories:

  • Visual Skills to build tracking and visual discernment speed.

  • Vocabulary practice with key academic vocabulary for reading acceleration

  • Reading comprehension practice with 9 anchor skills

• Students, teachers, and administrators have access to real time use and progress data in an interactive data dashboard.

🪜 District Level Implementation Support:

• District professional learning and school based implementation support for 

  • BOY, MOY, and EOY screener administration and completion support

  • Increasing student engagement, use, and progress

  • Student goal setting and data talks

  • Small group and individual intervention planning with Dreambox Learn resources

• Professional learning and data analysis support for coaches during Instructional Leadership Academy

• MTSS problem solving process and monitoring support

📋 Program Use Requirements:

• All Durham Public Schools students in grades 6-9 are required to complete the InSight diagnostic assessment in Reading Plus as a universal screening for reading.

• BOY, MOY, and EOY screener administration to support the MTSS problem solving process

• Tier 2:

  • Students will be supported to work in Reading Plus personalized lessons for at least 3 times a week for 30 minutes (at least 90 minutes a week) 

• Tier 3:

  • Students will be supported to work in Reading Plus personalized lessons for at least 5 times a week for 30 minutes (at least 150 minutes a week) 

  • One on one learning support with Skills Coach and offline Skills Lessons

🎯 Intended Use:

Grades K-5  Supplemental Intervention (Tier 2) and/or Intensive Intervention (Tier 3) Reading in schools that have adopted HMH as the core literacy curriculum resource. 

Foundational Skills and the Word Study Studio components should be used as resources to support Tier 2 instruction at all HMH Schools (Bethesda, Burton Magnet, C.C. Spaulding, Creekside E.K. Powe, Easley, Eastway, Eno Valley, Fayetteville Street, George Watts Montessori, Glenn, Hillandale, Holt, Hope Valley, Ignite! Online Academy, Lakewood, Merrick-Moore, Morehead Montessori, Murray-Massenburg, Oak Grove, Parkwood, R. N. Harris, Sandy Ridge, Spring Valley, W.G. Pearson, Y.E. Smith) with the exception of those on Extended Content Standards (Extend 1 students) and those in Dual Language Immersion (DLI) classrooms.

Houghton Mifflin Harcourt (HMH) offers Foundational Skills resources that align with the Science of Reading principles for K-2 students. While Structured Literacy is a part of Core instruction, the Foundational Skills resources are provided as supplemental supports.  Teachers guide students through foundational skills and continue to provide explicit, systematic instruction to build automaticity in reading, daily lessons and corresponding slide decks are included.  Lessons include a warm up,  teacher-led teaching of concepts (i.e phoneme segmentation, blending sounds, and letter-sound relationships), followed by guided practice with opportunities for students to apply skills with teacher support, independent practice, and assessment. A detailed list of HMH instructional components and Tier 2 supports can be found here.

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and/or virtual sessions led by district staff in order to support their implementation of foundational skills and word study studio.

• Delegates will attend face-to-face and/or virtual sessions to develop their capacity as leaders of ELA instruction in DPS and support their colleagues.

• Administrators will attend sessions during grade-alike meetings to facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity walkthroughs at each school to measure the fidelity of implementation and to guide future district support

📋 Program Use Requirements:

• School schedules should include a designated time for grade levels to collaboratively plan for Tier 2 instruction using HMH materials, strategies, and progress monitoring in PLCs. 

• School-Level Teacher Leader/Coach/Administrator/ Central Office Staff support (including feedback and coaching)  through the use of walkthrough (Curriculum Fidelity Walkthrough Tool) and post-observation conferences

• Follow DPS K-5 ELA Curriculum Guides  with minimal adjustments to ensure increased level of text complexity and questioning as the year progresses. Adhere to district non-negotiables as defined below:

  • Evaluate literacy schedules to ensure that all grade levels have the district required 90-120 daily minutes for ELA  instruction. 

  • Explicit instruction on foundational reading skills should occur for students in grades 4-5.  

  • Each student will receive his/her own consumable (My Book) for his or her grade level.

🎯 Intended Use:

Grades K-9 Supplemental (Tier 2) Math Intervention
Grades K-8 Intensive (Tier 3) Math Instruction
Grade 4-5 Supplemental Intervention (Tier 2) and/or Intensive Intervention (Tier 3) Reading Instruction 

• Diagnosing student learning gaps in reading and mathematics through adaptive assessments.

• Delivering personalized instructional lessons based on individual student needs.

• Monitoring progress and growth through ongoing assessments and reporting features.

• Supporting educators in making data-informed instructional decisions.

• Implementation of printable resources from Teacher Toolkit 

🪜 District Level Implementation Support:

• Teachers will attend face-to-face and virtual sessions led by district staff in order to support their implementation of the non-negotiables.  

• iReady Champions and MTSS-Fs will attend sessions to facilitate effective implementation of the curriculum within their schools.

• Administrators will be offered sessions to plan and facilitate effective implementation of the curriculum within their schools.

• District staff will conduct curriculum fidelity checks for each school to measure the fidelity of implementation and to guide future district support  

📋 Program Use Requirements:

• All students identified in the yearly implementation must complete the diagnostic assessments. This data will support instructional planning as well as determine their individualized learning pathway.

• Students who are assigned to personalized instruction should engage with iReady for at least 45 minutes per week, divided into multiple sessions.

• Students should be expected to pass lessons at a rate of 70% or higher.

• Teachers should regularly engage with the platform in order to monitor student usage and progress.

• Tier 2:

  • Schools may implement iReady during class, homework,  intervention blocks, or after-school tutoring sessions.

• Tier 3:

  • Students using the personalized instruction as a component of an intensive support plan should engage with the growth monitoring assessments once a month. 

  • Additional resources can be found in the Grade-Level planning section of the iReady platform.

🎯 Intended Use:

DLI Grades K-5  Supplemental Intervention (Tier 2) Instruction in Dual Language Immersion (DLI) programs

These books support foundational reading skills by providing structured, phonics-based practice in Spanish, reinforcing decoding strategies for emerging bilingual readers.

🪜 District Level Implementation Support:

• Professional Development: Training for educators on effective integration of decodable books within Spanish literacy instruction.

• Coaching & Mentorship: Support from DLI Specialists and literacy coaches to enhance phonics-based instruction.

• Collaborative Planning: Opportunities for teachers to discuss best practices and share strategies for using decodable texts in instruction.

• Resource Allocation: Access to a variety of Spanish decodable books, lesson plans, and instructional guides aligned with literacy development stages.

• Data-Driven Instruction: Support in using assessment data to target specific phonics skills and monitor reading progress.

📋 Program Use Requirements:

• Targeted Literacy Support: These books should be used in small-group instruction, intervention settings, and independent practice to build Spanish decoding skills.

• Language Allocation Guidelines: Instruction is provided in Spanish, aligning with the designated language use framework in DLI programs.

• Differentiated Instruction: Lessons should incorporate scaffolds and strategies to support diverse learning needs among bilingual students.

• Family & Community Engagement: Schools should encourage families to engage in Spanish literacy activities using decodable books at home.

• Assessment & Progress Monitoring: Educators should use formative assessments to track student progress in phonics and decoding skills, adjusting instruction as needed.

🎯 Intended Use:

Grades 6-12 Supplemental (Tier 2) and/or  Intensive (Tier 3) Reading Intervention

The StudySync core curriculum resource offers curriculum aligned, digital scaffolds and intervention resources to address the following student needs:

• Fluency- StudySync Fluency Skill Lessons, Multiple Reads Protocol

• Vocabulary- StudySync Vocabulary Skill Lessons, Student Proficiency Scaffolds, Morphology Skill Lessons

• Comprehension- StudySync Spotlight Skill Lessons, Student Proficiency Scaffolds, Re-teach lessons assigned from standards view in gradebook

🪜 District Level Implementation Support:

• Protected work time with departments and PLCs on required teacher workdays for DPS curriculum and StudySync collaborative learning, planning, and work time. 

• Differentiated professional learning on student and teacher StudySync research base, functionality, and features

• PLC guidance and support for planning, common assessments, and data analysis for instructional adjustments

• Virtual “SyncUp” sessions with classes for StudySync introduction and app set up

• School based Coaches will attend ILA content sessions to learn how to facilitate effective implementation of DPS curriculum and StudySync within their schools.

• Reading Routine indicators for goal setting, coaching cycles, classroom visits, and teacher self- reflection 

• Job embedded professional learning and coaching support for teachers, coaches, assistant principals, and principals

📋 Program Use Requirements:

• Teachers assign student proficiency levels in StudySync based on Reading Plus Screener results and student achievement in class.

• Teachers make scaffolds available when assigning tasks in StudySync. 

• Teachers use Standards view report in their StudySync gradebook to determine which standards to focus on with students in whole class, small group, or one on one instruction