Reading intervention

1. K - 6 Reading Intervention
Materials Selection

2. Rationale for Need
 Current buildings lack research-based reading interventions
in the five components of reading (phonemic awareness,
phonics, fluency, comprehension, and vocabulary).
 Current reading interventions vary from building to
building.
 Refocusing on common curriculum - Board Policy 2020.

3. Recommendations
 Making Meaning
 Systematic Instruction in Phonemic
Awareness, Phonics, and Sight Words
 Soar to Success
 Six Minute Solution
 Rewards
 Reading Mastery
 Corrective Reading

4. Rationale for Section of Intervention Materials
They:
 are aligned with OSPI’s approved list of reading interventions.
 address one or more of the five components of reading: phonemic
awareness, phonics, fluency, comprehension, and vocabulary.
 target all three tiers of instruction as outlined in the Washington State
K-12 Reading Model.
 compliment core reading program.
 have built in assessments to monitor progress.
 have appropriate level of rigor K – 6.
 are research based materials.

5. Reading Interventions - Selection Committee
Name Title / Site
Gretchen Peters Director Literacy and Social Studies / ESC
Vince Pecchia Principal / Hunt Elementary
Patti Nance Instructional Coach / Carson Elementary
Peg Huard Title I/LAP Specialist / Puyallup Special Services
Ronda McGinnis First Grade Teacher / Ridgecrest Elementary
Vicky Hopp Education Specialist, Puyallup Special Services
Nancy McIlraith LAP Teacher / Hunt Elementary
Lynn Gilbertson Instructional Coach / Karshner Elementary

6. Reading Interventions - Selection Committee
Name Title / Site
Louis Tibbs Instructional Coach / Literacy grades 2nd
and 3rd
Lisa Elliot First Grade Teacher / Wildwood Elementary
Lisa Crowell Fourth Grade Teacher / Brouillet Elementary
Kris Njos Instructional Coach / Literacy grades 4th
, 5th
, 6th
Liz Knox Principal / Maplewood Elementary
David Sunich Assistant Principal / Edgerton Elementary
Christina Everett
LAP Teacher / Northwood, Hilltop, Mt. View,
Maplewood Elementary Schools
Beth Allen First Grade Teacher / Woodland Elementary

7. Selection Process
 Reviewed Puyallup School District requirements for selecting
intervention materials.
 Reviewed 19 reading intervention programs, which included publisher
presentations.
 Acquired samples of curricular materials.
 Completed screening of curricula using the O
f f i ce of t he
Super i nt endent of Publ i c I ns t r uct i on and Fl or i da Cent er f or Readi ng
Res ear ch cur r i cul um s cr eeni ng t ool .
 Narrowed selection and took a closer look with additional publisher
presentations.
 Based on need, readiness, and budget, a consensus recommendation
for Six Minute Solution, Rewards, Systematic Instruction in Phonemic
Awareness, Phonics and Sight Words, Soar to Success, Making
Meaning, Reading Mastery, and Corrective Reading was made.

8. Title Components Grade Level Publisher
Making Meaning Comprehension K – 6 DSC
Systematic Instruction in Phonemic
Awareness, Phonics and Sight Words
(SIPPS)
Phonemic Awareness,
Phonics, Vocabulary,
Fluency K – 6 DSC
Six Minute Solution Fluency 1 – 6 Sopris West
Rewards
Phonics, Decoding,
Vocabulary 4 – 6 Sopris West
Reading Mastery
Corrective Reading
Phonemic Awareness,
Phonics, Vocabulary,
Fluency,
Comprehension K – 6 SRA
Soar to Success
Fluency,
Comprehension,
Vocabulary 3 – 6 Houghton Mifflin
Recommended Materials

9. Tier III
Intensive
Instruction in
replacement
model with
double or triple
dose
intervention.
Reading
Mastery,
Corrective
Reading,
Progress
Monitoring
weekly
Tier II
Instructional intervention
Open Court with intervention guide
at grade level, plus 30 minutes.
Open Court at lower grade level with
increased rigor, plus 30 minute double
dose.
Multiple Measures/Progress Monitoring:
every 2- 4 weeks
Tier I
Open Court
Making Meaning
Strategies
6 Minute Solution
Dibels, 3 times per year
Read Well
90 minutes
uninterrupted
instruction to
include PA, P, V,
F,C as appropriated
to grade level.
Soar to Success
Rewards
SIPPS
Soar to Success
Rewards
SIPPS
Key:
P- phonemic awareness F- fluency
P- phonics C- comprehension
V- vocabulary
SIPP- systemic instruction in phonemic
awareness, phonics, and sight words

10. Professional Development
 Summer training for principals, instructional
coaches, LAP, and resource teachers conducted by
national consultants.
 Additional training throughout the school year
provided at building sites by instructional coaches
and lead teachers.

11. Questions