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Ten Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools


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Why aren't more schools seeing significant improvement in students' reading ability when they implement Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in their literacy programs? These frameworks serve as a way for educators to identify struggling readers and provide the small-group instruction they need to improve their skills. But the success stories are too few in number, and most schools have too little to show for their efforts. What accounts for the difference? What are successful schools doing that sets them apart?

Table of contents

Success Factor 1. Group by Skill Deficit

Success Factor 2. Use Diagnostic Assessments

About the authors

Susan L. Hall is cofounder and CEO of 95 Percent Group Inc., an educational company whose mission is to help teachers and administrators identify and address the needs of struggling readers. Hall is especially known for her expertise on the use of literacy assessment data to inform differentiated instruction delivered in small groups to address specific skill deficits.

For over 10 years, she served as a national LETRS trainer, and she is a DMG DIBELS Mentor Trainer. She also serves on the Dean's Leadership Council at the Harvard Graduate School of Education. Hall is the author or coauthor of seven books about reading development.

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