ESEA/Title Ia - RTI

UFLI Foundations (University of Florida Literacy Institute Foundations): Tier I, II, III word level reading program. Evidence and Research

SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) for Tier II/III reading intervention - Evidence and Research

Reading Ready: Reading Ready is an early literacy reading intervention designed to support emergent reader in lifting off into word reading and spelling. The program builds a striving reader's phonemic awareness, phonics, and spelling skills using multimodal activities and decodable books. The program includes 10 units that focus on exactly what emerging readers need to learn how to decode and encode words. Evidence 1, Evidence 2

Wilson Reading System - WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention. - Evidence and Research

Peer Assisted Learning Strategies (PALS) - Peer-Assisted Literary Strategies or PALS, is a technique in which children work in pairs, taking turns as teacher and learner, to learn a structured sequence of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling. Children use a simple error-correction strategy with each other under guidance from the teacher. - Evidence 1, Evidence 2

Reading PI - Reading PI for Grades 4 & 5 is a non-fiction comprehension Tier 2 or Tier 3 reading intervention program for teachers, clinicians, and others attempting to help struggling 4th and 5th grade students read authentic non-fiction texts for understanding. - Evidence & Research

Whole Number Foundations K - Whole Number Foundations Level K (formerly ROOTS) is a Tier 2, small-group intervention designed to accelerate the mathematics achievement of kindergarten students who face difficulties developing proficiency with whole number concepts and skills. Evidence

Jump Math - JUMP Math is a highly-scaffolded, direct instruction approach that covers all strands of K to 8 math, and includes computation and problem-solving. Evidence 1

Number Rockets - Number Rockets is a scripted tutoring approach used in first grades as a Tier 2 intervention with students struggling in math. - Evidence

Pirate Math - 2nd and 3rd grade math intervention focused on fact fluency and schema-based word problem-solving strategies - Evidence

Pirate Math Equation Quest - Pirate Math Equation Quest is a word-problem intervention designed to help elementary students increase their knowledge of total, difference, and change problems (individual intervention) or total, difference, change, and equal groups problems (small-group intervention) - Evidence

Fraction Face-Off - Fraction Face-Off! is an approach to teaching fractions to at-risk fourth graders using small group tutoring.  - Evidence

Super Solvers - These Tier II fraction interventions are designed to build a solid foundation in fraction concepts among students at-risk for mathematics difficulties (i.e., students who have shown previous difficulty with mathematics). - Evidence 1, Evidence 2

Math PALS (Peer Assisted Learning Strategies): The specific skills addressed at each grade correspond to the standards most frequently represented at each level of the curriculum. Activities include COACHING (in which students teach each other math skills) and PRACTICE (a mixed problem-type timed drill that incorporates the type of problem addressed during that day’s Coaching, as well as easier problem types). - Evidence

Spring Math: A class-wide Peer Assisted Math intervention. Evidence

Solving Ratio, Proportion, & Percent Problems Using Schema-Based Instruction: An evidence-based practice, schema-based instruction (SBI), can be used to develop student understanding of ratios and proportional relationships. The instructional components of SBI include: 

• Problem solving and metacognitive strategies that provide students with guidance and structure for approaching unfamiliar problems and for monitoring and reflecting on the problem solving process,

• Identifying the underlying mathematical structure of problems,

• Representing problems using diagrams that highlight the quantitative relations described in the problem, and

• Developing procedural flexibility through comparing and contrasting multiple solution methods and explaining when, how, and why to use a broad range of methods for a given class of problems.

• Evidence