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Reaching Reading Success (RRS) is an intervention program that serves primarily students in grades K – 5 who experience reading difficulties. At least one trained teacher at each elementary school provides services for students who are identified for the program. Two academic language therapists (lead teachers) oversee the program. RRS is provided by funds from Titles I and II of No Child Left Behind and Special Education .

The purpose of RRS is to offer research-based reading interventions that are multi-sensory, sequential in content, and based on individual needs of students. All students receive core reading instruction (Tier I) in the regular reading classroom. Remediation in RRS takes place along with Tier I, Tier II, and other Tier III instruction in the regular classroom.

The goal for each student in RRS is mastery of the alphabetic principle as evidenced by improved reading fluency and by the fact that the student no longer engages in “wild guess” or “skip the word” techniques. The ultimate goal is that the student be empowered to decode multisyllable words automatically, read fluently, and comprehend written text efficiently.

RRS seeks to identify students of average or above average intelligence who are having difficulty with reading, spelling, or writing due to differences in phonological processing skills. The program is available for identified students regardless of the student's eligibility for special education.

(*If used as Tier III Intervention, TST should not be involved at this point.)

Parent and classroom teacher notified of assessment result and recommendation. Appropriate placement made to RRS by Title I Lead Teacher.

• Multisensory instruction that links visual, auditory, and tactile/ kinesthetic activities used to enhance learning and memory.

(Orton-Gillingham Based), Strategies from C. Wilson Anderson, Orton-Gillingham Fellow.

Class size varies from one to five, depending on individual needs of students. Some students require one-on-one instruction, while others can be instructed in a small group. Classes meet 45 to 60 minutes each day.

When the maximum number of students has been reached at a school, interventions will be provided entirely by the classroom teacher.

A student who is attending RRS needs ongoing intervention and accommodations in the regular classroom. Communication between the RRS teacher and the regular reading teacher is vital to student success of the program. Communication includes: reports of progress in RRS and in the regular reading classroom, phonetic generalizations taught in RRS, and discussion of accommodations needed by the student in regular reading class.

Progress Monitoring – results are regularly reported to the Classroom Teacher, the Teacher Support Team, and Parents.

DIBELS/ Voyager Assessment – 3 times yearly
Recall Sheets on current skills – completed by Title I Teacher
Unit Mastery Tests
Level Assessments
Fluency Pretest and Post Test for each unit of instruction
Other – Gallesteel-Ellis

Participation in RRS remediation has no time limit. The amount of time spent in the program by a student depends on the student's language discrepancies at time of entry into the program (from severe to mild or moderate). The amount of remediation required must be based on individual progress and a student's ability to apply phonetic generalizations in RRS class and the regular reading class.

Exit is based on results of multiple assessments which include Progress Monitoring Reports, DIBELS, Gallisteel-Ellis, classroom work samples pertaining to the goals of the program, and classroom observations.