In Cache District, evidence-based programs are used to teach students to read.  Instruction delivered has been tested and proven to be effective over many years of research.
School-site Reading Facilitators train para-educators to deliver small group targeted instruction.  Groups are monitored for progress. The Reading Facilitator (along with input from the teacher and principal) determines which programs will best meet the students’ needs.  Students are grouped according to the reading skills that need improvement. Groups are flexible and students are moved according to growth and mastery.

This district pamphlet explains more about our tiered instruction and interventions:
Response to Instruction Brochure for Parents  *New one in progress for 19-20

When visiting Cache County School District elementary schools, you will see various small group and whole group reading instruction happening during Tier II time.  Below is one example of an intervention group in first grade using the Reading Mastery program.  Click picture to link to video file.

Other programs we use during Tier II time for intervention are listed below.

My Sidewalks (ERI): All or most of our Kindergarten students receive small-group instruction using the ERI program.  This is in addition to Saxon Phonics they receive whole-group at a different part of the school day.  ERI targets letter names, sounds and phonics/reading skills (first and last sound isolation, segmenting, blending, and sight words).

Reading Mastery: All or most of our Kindergarten students receive small group instruction using Reading Mastery.  All of our first grade students are taught Reading Mastery in small groups. Reading Mastery is also used in 2nd grade for students reading below grade level (during the Tier II reading intervention time).  Reading Mastery targets decoding skills. 

Corrective Reading: Corrective Reading Decoding is used to help students reading below grade level in 3rd, 4th and 5th grades.  Corrective Reading Decoding is for students needing help with decoding and fluency. 

Phonics for Reading: Phonics for Reading Level 3 is typically used after students complete Corrective Reading Decoding B2 to provide additional support with accuracy and fluency.  Phonics for Reading is focused mainly on phonics and word parts, and also includes a spelling component.

Read Naturally: Read Naturally is a program created to build fluency.  There is also a small comprehension component. Students read stories (typically informative non-fiction passages), are timed on a cold read, practice the story, answer some questions, and are then timed again (on a hot read).  Students set goals to read faster and must have high accuracy, also, to pass each story.

REWARDS: REWARDS teaches reading by word parts (vs. sound by sound) and targets decoding multisyllabic words. It is a challenging program (typically reserved for 4th-5th graders), but very effective in improving accuracy and spelling.  REWARDS 

Reading For All Learners: Reading For All Learners is typically used in grades K-2 as in intervention to help with fluency.  In first grade, our students typically receive 30 minutes of reading mastery instruction and 20 minutes or more of Reading For All Learners instruction.  Reading For All Learners builds Fluency by slowly adding new sounds and sight words to each book building upon what has been mastered in previous books.