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.
iSPIRE is an intensive reading program for non-readers and struggling readers. The program uses new technology to blend digital and teacher led instruction. The program uses continual practice and review to aid students in mastering concepts.
Just Words® is an explicit, multi sensory decoding and spelling program.
Kaplan SpellRead™ is a phonological auditory training program. It focuses on phonological automaticity and reading fluency while providing explicit comprehension and vocabulary instruction and opportunities for writing.
Keys to Literacy is a professional development program designed to train teachers to provide content literacy instruction embedded in classroom instruction using existing reading and curriculum materials.
This professional development program is designed for grades 4-6 elementary teachers, 7-12 content classroom teachers, and educators who provide support to struggling readers.
Keys to Literacy is a professional development program designed to train teachers to provide content literacy instruction embedded in classroom instruction using existing reading and curriculum materials. This professional development program is designed for grades 3-6 elementary teachers, 7-12 content classroom teachers, and educators who provide support to struggling readers.
LANGUAGE! Live is a comprehensive literacy program that combines teacher-directed learning with personalized, adaptive online instruction. The program has age-appropriate learning tools and a content focus on foundational skills - phonological awareness, phonics, fluency, spelling, word use, and sentence structure. The program has strategic entry and exit points to aid students in beginning the program at a place that best suits their needs. Instructional modifications and tools for English language learners are provided.
LANGUAGE! The Comprehensive Literacy Curriculum® is a multisensory, targeted intervention with an intensive literacy curriculum. It integrates reading, writing, spelling, vocabulary, grammar, foundational skills, and spoken English. Its parallel curriculum, LANGUAGE! Focus on English Learning® is specifically designed for English learners. The program is available in both a traditional and eBook version.
List-Group-Label deepens students’ understanding of content specific words by providing an opportunity to brainstorm vocabulary before a reading, categorize those words using labels, and add newly learned vocabulary after the reading is complete. This strategy promotes vocabulary and content connections that are deeper than rote memorization.
In paired reading, students read aloud to each other with more fluent readers paired with those that are less fluent. Paired reading can be used with any book or text in a variety of content areas, and can be implemented in a variety of ways.
This is an instructional practice. An instruction practice is a teaching method that guides interactions in the classroom and supports student learning. Instructional practices involve an educator using particular method, practice, or protocol during instruction.
Partner Reading is a cooperative learning strategy in which a pair of students work together to read aloud. The Partner Reading strategy allows students to take turns reading and provide each other with positive feedback as a way to monitor comprehension. Partner Reading provides a model of fluent reading and helps students learn decoding skills by offering positive feedback. It provides direct opportunities for a teacher to circulate in the class, observe students, and offer individual remediation.