Looking for an intervention for your students? The Intervention Tools Chart is designed to be used by educators as a resource to locate interventions, instructional practices, and learning strategies that can be used within an RtI process. Please note: the listing of specific tools is not meant as an endorsement by the NYS RtI MS DP or the NYSED. Rather, it is up to the consumer to research selected tools for evidence of effectiveness. The chart contains three types of tools that are either free or available for purchase: commercial programs, instructional practices, and learning strategies.
Reading Roots 4th Edition is a ninety-minute comprehensive program designed to target the needs of beginning readers. Reading Roots is a beginning-reading program that provides a strong base for successful reading through systematic phonics instruction supported by decodable stories, along with instruction in fluency and comprehension. Reading Roots is built around forty-eight lessons. Separated into four levels, it supports concept development in oral-language development, phonemic awareness, phonics, word skills, fluency, and writing.
Reading Roots provides rich literature experiences, extensive oral-language development, and thematically focused writing instruction. These objectives are embedded in a fast-paced, engaging, and effective instructional process. Students are assessed and regrouped according to their reading level every quarter to ensure that they receive the most focused instruction.
Reading Wings is a reading curriculum that uses Success for All’s core instructional structures to target vocabulary development, reading comprehension, fluency, oral-language development, and written expression by providing students ample opportunities with both narrative and expository text.
REWARDS Intermediate is a strategic, short term intervention program. It is an explicit and systematic program following the “I do,” you do,” “we do” model.
REWARDS Plus is a strategic, short term intervention program. It is an explicit and systematic program following the “I do,” you do,” “we do” model.
REWARDS Secondary is a strategic, short term intervention program. It is an explicit and systematic program following the “I do,” you do,” “we do” model.
S.P.I.R.E is an intensive reading program for non-readers and struggling readers. This multisensory program is based on the Orton-Gillingham approach.
The SIPPS program is a systematic decoding program that helps developing and struggling readers. Teachers at all grade levels can provide instruction based on student need, as determined by the SIPPS placement test. Additionally, it makes use of grade-appropriate materials.
There are three levels in the SIPPS program—Beginning and Extension Levels for grades K–3 and Challenge Level for grades 2–12. The content of Beginning and Extension Levels is covered by SIPPS Plus for grades 4–12.
When used as a developmental reading program, SIPPS is intended for kindergarteners through fourth-graders. As an intervention program, it can be used in grades 1–12.
Soar to Success: Reading is an intensive reading intervention program that uses literature, strategies, and graphic organizers to accelerate reading growth. The program offers fast- paced lessons, consistent routines, and focuses on foundational skills and reading strategies through a balance of weekly fiction and nonfiction trade books.
Ticket to Read® is a self-paced, student-centered online program. Students complete tasks in the areas of foundational skills, fluency, vocabulary, and comprehension, and can earn points to be used to decorate their personal clubhouse or stock their toy store.
The Wilson Reading System® (WRS®) is the flagship program of Wilson Language Training® and the foundation of all other Wilson programs. The WRS® is an intensive Tier 3 program. It is designed for students with word-level deficits not making sufficient progress through their current intervention, have been unable to learn with other teaching strategies and require multisensory language instruction, or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.