It is important for schools to utilize evidence-based reading intervention programs to supplement their existing core curriculum and address the essential literacy and language skills:

• Phonological awareness (blending, segmenting, and manipulating individual sounds)
• Phonics (spelling, decoding, and word analysis)
• Fluency (accuracy, automaticity, and access meaning)
• Vocabulary (common, academic, and content specific)
• Comprehension (listening and reading, including text structures)
• Written response (spelling, dictation, and literary response or summarizing)

In addition to at least 90 minutes of uninterrupted, high-quality Tier 1 reading instruction per day, students who are at risk or do not meet grade-level benchmarks require additional instructional time based on their individual needs (Tier 2 and Tier 3).

Tier 1 – Basic Core Instruction

• Instruction is for all students and is also sometimes termed first instruction.
• Should follow all best practices for grade-level reading instruction.
• Aligned with Arizona's English Language Arts Standards.
• Differentiated instruction in large and small group settings
• Assists students in reading independently at grade level.
• Assesses students three times per year.

Tier 2 – Targeted Instruction

• Skill-based (targeted skills).
• Diagnostic assessments and biweekly progress monitoring.
• Small group (1:3, not larger than 1:7).
• Eight to ten weeks or longer if needed.
• Students move out of Tier 2 instruction through evidence of learning in formative assessment data.

Tier 3 – Intensive Intervention

• Provided to students not responding to Tier 2 interventions as reflected by progress monitoring.
• Intensive instruction (urgent, relentless, and focused).
• Multiple opportunities for student response.
• Skill-based (multiple targeted skills).
• Weekly progress monitoring/formative.
• assessment data gathered.
• Small group (maximum of 1:3).
• Not special education.