Most districts use broad grouping metrics, such as reading levels, to organize students for small group reading instruction. However, students with similar reading levels often have very different needs.
Districts that have achieved large-scale reading success not only aligned their tier one instruction with the science of reading, but they also deployed a skills-based grouping approach for small group instruction. Redesigning small groups by identifying specific reading skill deficits is the best way to help students improve upon the concept they’re struggling with the most.
This toolkit aims to guide and support school leaders and educators who are knowledgeable in the science of reading as they implement skills-based grouping during early grade reading instruction.
Diagnostics provide teachers insight into key skill needs for each student. This guide helps district leaders discern and select appropriate diagnostics for identifying students’ specific skill deficits.
Determining the right grouping and intervention strategies is equally as important as using the appropriate reading diagnostic to determine specific skill needs. This checklist is designed to help school leaders plan and support teachers in implementing skills-based grouping from start to finish.
Districts can maximize the quality of small group instruction for tier 1 and tier 2 supports by using a cross-classroom intervention plan. This guide helps school leaders plan for and implement cross-classroom interventions in their schools.