RTI/MTSS for Early Readers: Tier Movement & Catch-Up Rates

Early reading is the bridge to every other subject. When a child learns to read with ease, doors open in math, science, coding, and the wider world. But not every child learns at the same pace or in the same way. That is why schools use RTI and MTSS. These systems help teachers notice who needs extra help, give the right support at the right time, and track progress week by week. In this guide, we turn complex ideas into clear numbers. We show what the tiers mean, how long support should last, and how often to check growth. We keep it simple, practical, and very real, so you can use it tomorrow.

1) Tier 1 students: 80–85%

Most early readers should thrive in Tier 1. This means about eighty to eighty-five out of every one hundred children can succeed with strong whole-class teaching. Tier 1 is not “basic.” It is high-quality, clear, and active. It uses simple routines, short steps, and lots of practice.

In reading, that means daily lessons in phonological awareness, phonics, decoding, high-frequency words, oral reading, vocabulary, and listening comprehension. If Tier 1 is strong, fewer children need extra help later. If Tier 1 is weak, more children slip.

So the first job is to build Tier 1 that works like a well-run machine.

To reach this level, keep lessons tight and explicit. Say the sound, show the letter, blend the word, read it in a line, then meet it again in a short decodable text. Keep language simple and clear. Give many chances to respond.

Ask choral responses so every child’s mouth moves. Use quick checks every few minutes, like thumbs up for sound match or a whiteboard write-and-show. Praise correct work right away. Correct errors gently and quickly, then try again. This steady rhythm keeps everyone engaged and learning.

Classroom time matters. Plan at least forty-five to sixty minutes every day for core reading. Break the time into short blocks so children do not drift. Start with two to three minutes of sound play. Move to ten minutes of phonics with blending and word reading.

Add ten minutes of decodable text reading. Close with a five-minute review of high-frequency words and a short listen-and-talk about a story to build language. This plan works in any room with simple tools. It also works at home. Parents can echo the same steps in ten-minute bursts.

Data keeps Tier 1 honest. Use quick screeners three times a year to check if you are hitting the eighty to eighty-five percent mark.

If not, tune the lesson parts, not just the children. Adjust pacing, add practice, tighten the error fix, or choose decodables that match the phonics skill of the week. Do not wait for the next term. Tiny changes now protect children from falling behind.

At Debsie, our live classes mirror this flow. We make reading joyful but precise. Kids read, speak, and think with confidence. If you want Tier 1 to sing for your child, join a free trial class today. We will show you how strong core teaching can lift the whole class and keep most learners in Tier 1.

2) Tier 2 students: 10–15%

Some children need more than whole-class teaching. That is normal. About ten to fifteen out of every one hundred early readers benefit from Tier 2 support. Tier 2 is targeted and time-bound. It is not a label. It is a plan.

The goal is to fill a small gap fast, then return the child to Tier 1 only. The most common gaps are in phonological awareness, letter-sound links, blending, and automatic word reading. When we act early and focus tightly, children bounce back.

Tier 2 works best in small groups of three to five students who share a similar skill need. Keep the same group for eight to twelve weeks. Teach them fifteen to thirty minutes per session, three to five times a week, so the total time is about ninety to one hundred twenty minutes weekly.

Keep the lessons brisk. Start with a one-minute review of known sounds. Move into explicit teaching of one new grapheme-phoneme link. Blend and segment with chips or fingers. Read and write words with that pattern.

Finish with a few lines of matched decodable text. The pace should feel lively, never heavy.

Progress must be visible. Check growth every one to two weeks with a one-minute probe that matches the taught skill. If the probe shows steady gains, keep going. If gains stall, adjust one thing at a time.

You can slow the rate of new sound-introductions, add two extra minutes of blending practice, or give more chances to read words before moving to text. Keep attendance above ninety percent, because practice time drives change.

Parents can help at home with short daily routines. Five minutes of sound to letter flash, five minutes of word blending, and two minutes of quick phrase reading can double the power of school. Keep it upbeat.

Celebrate small wins. A simple chart with smiley faces builds pride and keeps the routine going. When families and teachers move in the same direction, the gap closes faster.

Debsie teachers build Tier 2 plans that are simple to follow and easy to love. We use fun challenges so kids want to come back the next day.

If your child needs a short boost, try a free session. We will show a plan for the exact skills to fix and how long it may take. With the right target and steady practice, Tier 2 can be a short stop on the road back to Tier 1.

3) Tier 3 students: 3–5%

A small group of children need the most intensive help. This is about three to five out of every one hundred early readers. Tier 3 is not forever. It is deeper and more frequent help to unlock a stuck skill.

The group is tiny, often one to three students, so the teacher can listen to every sound, every word, every line. The time is higher, often one hundred fifty to two hundred forty minutes each week, spread across four or five days. The checks are weekly. The teaching is clear and calm, with many short, correct steps.

In Tier 3, focus on the exact point of breakdown. If the child cannot segment sounds, build strong phonological awareness first. If letter-sound links are weak, spend time each day on fast, firm mapping of the most common patterns.

If blending is slow, use mouth cues and sound-by-sound tracking with a finger. Keep words decodable and the text perfectly matched to the taught pattern. Avoid jumps that force guessing. The goal is accurate, fluent decoding that frees the brain to think about meaning.

Cut friction wherever you can. Use the same routine each session so the child feels safe and ready. Keep the teacher’s talk short and clear. Give the child many chances to respond, with immediate feedback. Celebrate correct work.

When errors happen, guide the child to the sound or letter they missed, model the right step, and have them try again right away. Repeat until the correct path feels easy. This gentle cycle builds automatic habits.

Track data every week and hold a short problem-solving chat every four weeks. Ask three simple questions. Is the child attending sessions at least ninety percent of the time. Is the teacher following the plan with at least eighty-five to ninety percent fidelity.

Is the child’s growth line steep enough to catch up in the desired window. If any answer is no, adjust fast. Add a short daily review, tighten the match between text and taught skill, or shorten teacher talk time to give more reading practice.

If growth stays flat after solid attempts, consider extra checks, such as a speech-language screen or a vision and hearing check, and talk with the team about next steps.

Debsie’s intensive tracks are built for Tier 3 needs. We keep lessons warm, clear, and focused. Children feel seen and supported. Many move from Tier 3 to Tier 2 within a term, then back to Tier 1. If your child needs that level of care, book a free trial, and we will map a plan that fits your child’s profile and your family’s time.

4) Tier 2 exit after 8–12 weeks: 40–60%

A good Tier 2 plan should be short and sharp. In a well-run system, four to six out of ten Tier 2 students can return to Tier 1 within eight to twelve weeks. This window matters. It keeps momentum high and prevents small gaps from turning into big ones. The key is matching the teaching to the exact need, keeping the schedule steady, and checking growth often enough to steer.

Start by choosing one main goal for the cycle. If the screener shows that blending is weak, center the plan on blending. If letter-sound links are slow, make mapping the priority. Each session can still include a short warm-up and a little text reading, but the heart of the lesson should be the focus skill.

Keep instruction explicit. Say the step, show the step, do the step together, then let the child do it alone. Keep teacher talk short and clear. Use quick choral responses to raise practice time without pressure.

Time on task is your best friend. Aim for ninety to one hundred twenty minutes each week, spread across three to five days. Protect this time like a doctor protects a surgery slot. If a session is missed, make it up.

Every missed session slows the exit clock. Keep groups at three to five students who share a similar need so each minute fits all learners. Use decodable words and sentences that match the skill. The closer the match, the faster the gains.

Progress checks every one to two weeks are the steering wheel. Use a one-minute probe that measures the taught skill. Mark the scores on a simple line chart. When the line climbs, keep the plan.

When it flattens, change one thing only. You can slow the pace of new patterns, add a two-minute daily review, or switch to a cleaner set of decodables. Small, focused tweaks stop drift and keep the eight-to-twelve-week promise alive.

Families help speed the exit. Five to seven minutes of daily home practice multiplies school time. A tiny routine works best. Flash a few sounds, read and write five words with the new pattern, then read two short lines.

Praise effort and accuracy. Keep the mood light. When the child feels successful, practice sticks. At Debsie, we give parents short, friendly scripts and mini-games so the home part is easy. If you would like a custom Tier 2 exit plan for your child, book a free trial class and we will map the next twelve weeks for you.

5) Tier 3 exit after 12–20 weeks: 20–35%

Tier 3 is deeper work, and the exit rate is lower by design. About two to three and a half out of ten Tier 3 students can move out within twelve to twenty weeks. This is still good news, because Tier 3 often starts with stuck skills and long frustration.

The path out is built on precision, intensity, and calm repetition that turns shaky steps into automatic moves.

Precision means you teach the exact piece that is failing. If the student cannot pull apart the sounds in a simple word, spend daily time on phoneme work before letters even show up. If the student knows sounds but cannot blend them, teach continuous blending with mouth cues and finger tracking.

If the student can read words but not string them in a line, use very short decodable sentences to build fluency without stress. Match text to the specific pattern of the day. Remove guesswork.

Intensity means more minutes and more turns. Tier 3 should deliver one hundred fifty to two hundred forty minutes a week, four or five days, with groups of one to three. The teacher should hear the student’s voice many times each session.

Keep feedback immediate and kind. Say what was right first, then fix the part that slipped. Guide the student to the correct step and have them do it again right away. Repeat until it feels smooth and easy. The goal is not just getting it once; it is getting it fast and without effort.

Calm repetition means a steady routine. Start with two minutes of review where the student can win. Move to the new step with short bursts. Return to review to lock it in. End with a tiny success to close the loop.

Use the same language every day so the student’s brain can focus on the skill, not on figuring out the directions. Track progress every week with a one-minute probe. Bring the chart to a quick team huddle every four weeks. Check attendance, fidelity, and growth. Adjust one piece at a time.

Parents can support Tier 3 without heavy lifts. Two short five-minute sessions at home each day work better than one long session. Keep to one focus, like blending or mapping a single pattern. Celebrate small wins loudly.

Confidence fuels practice, and practice fuels exit. At Debsie, we share bite-size home routines and keep the child engaged with fun challenges. If your child is in Tier 3 and you want a clear plan to move forward, try a free session. We will design a twelve-to-twenty-week path that you can see and trust.

6) Catch-up to grade level within one semester (all tiers): 35–50%

When schools act early and teach with focus, many children catch up within one semester. About thirty-five to fifty out of one hundred students who start behind can reach grade-level goals in that time.

This range depends on how fast the plan starts, how tight the match is between teaching and need, and how steady attendance stays. A semester is long enough to build real change, but short enough to keep urgency high.

The catch-up plan should live on three rails. The first rail is strong Tier 1. Every child gets clear daily teaching in sounds, letters, words, and simple texts that match the phonics taught. The second rail is fast, targeted intervention for those who need it.

Tier 2 and Tier 3 deliver the right minutes each week, with the right group size, and a simple routine that puts student practice at the center. The third rail is frequent, light-touch data. One-minute checks guide small, quick corrections so weeks are not wasted.

Set a specific semester goal that you can see and measure. For a Grade 1 student, that might be reaching a steady oral reading fluency level on controlled text that aligns with the phonics scope.

For a Kindergarten student, it might be segmenting and blending simple words and reading short decodable lines with high accuracy. Break the goal into weekly targets. Post them in simple language so the student knows what winning looks like. When students can see their path, effort grows.

Daily habits make or break the plan. Protect core reading time. Guard intervention minutes. Keep attendance above ninety percent for every support session. Build a short home routine that fits the family’s schedule.

Even five minutes a day at home can tilt the odds toward the fifty percent mark. Give parents simple guidance and celebrate their effort. When home and school pull together, students move faster.

At Debsie, we design semester sprints with clear targets, joyful practice, and weekly updates so families feel in the loop. Many of our young readers jump a full band of skills within one term because the plan is easy to follow and fun to do.

If you want a semester catch-up map for your child, book a free trial class today. We will set the goals, show the steps, and start the work right away.

7) Students moving from Tier 3 to Tier 2 in 12 weeks: 25–40%

A strong Tier 3 plan should help a quarter to two-fifths of students step down to Tier 2 within twelve weeks. This shift matters because it shows the most urgent needs are easing and the student can work in a small group rather than one-to-one.

The change is possible when instruction is precise, minutes are high, and practice is joyful enough that the child wants to keep going.

Start by setting a clear exit target the child can understand. Say it in plain words. You will read short words smoothly and correctly without guessing. Write it on a simple chart and track it weekly. Keep Tier 3 sessions tight and predictable.

Open with two minutes of review that the child can do well. Teach one new step with crystal-clear language. Guide two or three short bursts of practice. Close with a tiny win, like a line read with perfect accuracy.

Use decodable words and sentences that fit the exact pattern you taught that day. Remove any noise that would force guessing. Accuracy first, then speed.

Attendance drives movement. Aim for at least ninety percent of scheduled sessions. If a session is missed, make it up the same week. Consistency builds brain pathways. Fidelity matters too. Follow the planned steps at least eighty-five to ninety percent of the time.

Keep teacher talk short so the child’s mouth does most of the work. Give immediate, warm feedback. Name what was right, then fix just the part that slipped. Have the child try again right away so the correct path replaces the error.

Use weekly one-minute probes on the taught skill. Plot the score on a line. If the line rises for three weeks in a row, keep the plan.

If it stalls, change one piece only. You might reduce the number of new letter-sound patterns per week, add a brief daily review loop, or simplify the decodable text for a short time. Small, smart tweaks prevent frustration and keep the twelve-week clock realistic.

Family practice should be light and doable. Two short five-minute bursts at home each day beat one long session. Use a tiny routine. Say the sounds, blend three words, read two lines, smile big, and stop. Confidence fuels practice.

At Debsie, our Tier 3 tracks use playful micro-challenges so kids feel brave and proud. If you want help building a twelve-week step-down plan for your child, book a free trial class. We will map the target, the daily routine, and the path to Tier 2.

8) Students moving from Tier 2 to Tier 1 in 12 weeks: 30–50%

A well-run Tier 2 cycle can return three to five students out of ten to Tier 1 within twelve weeks. This movement says the child’s small gap is closing and core instruction now meets their needs. The secret is targeted work on a single skill, steady minutes each week, and data checks that guide tiny course corrections.

Name the target at the start. You will blend, read, and spell short words with this pattern smoothly. Post it where the child can see progress. Keep groups small, three to five students with the same need.

Teach fifteen to thirty minutes per session, three to five days per week, for a total of ninety to one hundred twenty minutes. Keep the lesson lively. Start with a one-minute review of known sounds. Introduce one new grapheme-phoneme pair.

Blend with chips or fingers. Read and write five to eight words that match the pattern. Finish with two or three lines of decodable text that uses the same pattern. The match between lesson and text is the engine of growth.

Check progress every one to two weeks using a quick probe that matches the focus. Draw the scores as a simple line. When you see steady growth, keep the plan. If growth slows, change one variable.

You can keep the same pattern for an extra week, insert a two-minute daily review of yesterday’s words, or provide clearer mouth cues for blending. Do not change everything at once. One smart change shows you what works.

Protect minutes and attendance. Tier 2 time should be a fixed appointment, not a maybe. If you miss a session, reschedule. Missing minutes is the number one reason children linger in Tier 2. Keep the tone upbeat.

Praise precise work. Use choral responses to raise the number of correct turns without pressure. Accuracy first, then speed. When children feel successful, they lean in.

Families can speed the move to Tier 1 with a five to seven-minute home routine. Flash a few sounds, blend five words, read two quick lines, done. Keep it sweet and short. At Debsie, we share simple home scripts and friendly progress notes so parents know exactly what to do.

Many of our Tier 2 readers step back into Tier 1 in a single term because the plan is tight and the practice is fun. If you want a twelve-week Tier 2-to-Tier 1 pathway for your child, try a free class today and see the plan in action.

9) Progress-monitoring frequency Tier 2: every 1–2 weeks (80–100% adherence)

Tier 2 lives or dies on frequent progress checks. When you measure every one to two weeks and follow that schedule at least eighty to one hundred percent of the time, you catch problems early and fix them fast.

These checks are short, friendly, and focused on the exact skill you are teaching. They are not about labels. They are about guiding instruction so every week counts.

Use one-minute probes that match the lesson focus. If you are teaching blending with short vowels, use a brief list of decodable words with that pattern. If the focus is letter-sound links, use a chart of those letters in random order.

Keep directions simple and the format the same each time so scores reflect skill, not confusion. Run the probe at the same time of day when possible. Record the score and mark it on a small chart. A rising line means the plan is working. A flat line means you need a smart adjustment.

Plan a quick huddle after each check. Ask three questions. Did we deliver the planned minutes. Did we follow the routine with high fidelity. Did the student attend at least ninety percent of sessions. If any answer is no, fix that first.

Minutes, fidelity, and attendance are the big levers. If those are solid and growth is still slow, adjust one piece of instruction. You might add a two-minute review loop, reduce new content, or clean up the decodable text to better match the taught pattern.

Keep the tone positive with the student. Share a tiny goal for the next probe. This week we will beat our word list by two words. Post a small chart with smiley marks or stars to celebrate effort. Motivation matters.

Children work harder when they can see progress and feel proud. Invite families into the loop with a short weekly note that says what was learned, how the check went, and a home tip for five-minute practice.

At Debsie, our teachers build progress checks right into the session routine, so they never get skipped. We share the chart with families and explain what the line means in clear, warm language. This simple habit keeps Tier 2 cycles short and successful.

If you would like us to set up a one-to-two-week monitoring plan for your child, book a free trial class. We will create the probes, the chart, and the tiny goals that make growth visible and steady.

10) Progress-monitoring frequency Tier 3: weekly (90–100% adherence)

Tier 3 needs tight steering. A weekly check with ninety to one hundred percent adherence keeps instruction on target and prevents drift. These checks are quick, kind, and laser-focused on the exact skill you are teaching.

They reduce guesswork. They tell you if the child is gaining enough to reach the exit goal on time. When the check is weekly and consistent, you fix problems in days, not months.

Choose a probe that mirrors the session’s heart. If the focus is phoneme segmentation, use a one-minute list of simple words and score correct sound units. If the focus is letter-sound mapping, flash mixed letters the student is learning and count correct sounds named.

If the focus is decoding a taught pattern, use decodable words and short lines that match that pattern. Keep directions short and identical each week so the numbers compare cleanly. Run the probe early in the session when the child is fresh, chart the score, and share one small goal for the next check.

Treat each data point as a team moment. Look first at attendance. Is it at or above ninety percent. Then check fidelity. Are we following the plan at least eighty-five to ninety percent of the time. Finally, look at minutes. Are we hitting one hundred fifty to two hundred forty minutes this week.

If any of these are off, correct them before you change instruction. When those are solid and growth still lags, alter one element. You might slow the rate of new patterns, add a daily two-minute overlearning loop, or switch to cleaner, simpler decodables for a short stretch.

Keep the student’s experience positive. End the probe with praise for effort, name one win, and state one tiny target. You read ten words with perfect accuracy today. Next week we will read twelve. Share a short, friendly update with families and give a five-minute home routine that mirrors the school focus.

At Debsie, our coaches build these weekly checks into the rhythm of the lesson, so they never get skipped. If you want a ready-made Tier 3 monitoring kit with probes and charts, book a free Debsie trial, and we will set it up for your child.

11) Universal screening: 3 times per year (100% of students)

Screen every student three times a year. Fall shows where to start, winter shows mid-course progress, and spring shows where you land. When one hundred percent of students are screened, you see the full picture.

No child is missed because you rely on hunches. Early flags lead to early help, which leads to easier wins. The tools can be short and simple, and the routine can be calm and predictable.

Plan the calendar now. In early September, run the fall screener in a two-week window. In late January, run the winter screener. In late April or early May, run the spring screener. Train staff on exact steps so results are clean.

Choose screeners that match early reading pathways. Include tasks for phonological awareness, letter-sound knowledge, decoding aligned to the scope and sequence, and controlled oral reading for Grades 1–2. Keep each measure brief, often one minute, so the whole class can be finished in a few days.

Use the data immediately. Sort students into three broad groups based on cutoffs. Those above the benchmark continue with Tier 1. Those in the some-risk band get a quick confirmatory check and may start Tier 2.

Those below the high-risk line get faster action, often with Tier 3 consideration or a stronger Tier 2 start. Do not wait for weeks of classroom observation to confirm what the screener already shows. The goal is fast start, not perfect certainty.

Share results with families in simple language. Your child is strong in these areas and needs support here. Offer a short home routine that matches the need. At Debsie, we mirror the three-screen cycle inside our programs and send parents clear, warm summaries after each one.

If you would like help running a school-wide or home-based screening plan, try a free Debsie session. We will map dates, tools, and actions, so every child gets seen and supported.

12) Tier 2 group size: 3–5 students

Small groups make targeted teaching possible. Three to five students is the sweet spot for Tier 2 because it balances attention and time. With three students, each child gets many turns, and the teacher can track errors closely.

With five, you still keep the pace brisk while reaching more children. Go larger, and practice drops. Go smaller, and you may not have enough peer energy. The goal is many correct responses in a short window.

Form groups by skill, not by general level. If three students struggle with short-vowel blending, put them together even if their sight word banks differ. When everyone needs the same core fix, every minute counts for all.

Keep the same group for the cycle unless the data says a change is needed. Seat students so the teacher can see mouths and fingers. Use simple tools like sound chips, letter tiles, and mini whiteboards. Keep materials close to avoid wasted motion.

Design a tight routine. Open with a one-minute review of known sounds. Teach one new pattern explicitly. Practice blending and segmenting with quick, snappy turns. Read and write a few words. End with two or three lines of decodable text that uses the target pattern.

Keep teacher talk short. Ask choral responses to raise the number of correct attempts. Correct errors immediately and kindly, then try again. Track progress every one to two weeks and adjust one thing at a time if growth slows.

Parents can boost the impact with a five-minute home routine that mirrors the group’s focus. At Debsie, our Tier 2 groups are fun and fast, and kids love the game-like feel.

When you are ready to see how a three-to-five student group can close gaps quickly, book a free trial. We will place your child in a perfect-fit group and show you the home routine that keeps gains rolling.

13) Tier 3 group size: 1–3 students

Tier 3 is the most intensive level, and group size matters even more. One to three students allows the teacher to listen to each response, spot tiny errors, and adjust in real time. When needs are complex or skills are fragile, a one-to-one session might be best.

When needs are similar and the students can attend well, a group of two or three adds peer energy and more turns without losing precision. The rule is simple. Every minute should be active reading or writing tied to the target skill.

Choose the size based on the student’s profile. If attention is low, language is limited, or frustration is high, start one-to-one until confidence grows. If the student is engaged and shares the same skill need with a peer, try a two-student group to raise practice opportunities.

Keep materials minimal and clean. Use decodables that perfectly match the taught pattern. Avoid texts that push guessing. Keep all tasks inside the zone of success so the student experiences many correct reps.

Structure the session with predictable beats. Review wins, introduce a tiny new step, guide short bursts of practice, then return to review. Keep teacher talk short and positive. Give immediate feedback that points to the exact spot to fix.

Ask for a quick do-over so the correct path replaces the error. Track growth weekly and plan a four-week check-in to look at attendance, fidelity, and minutes. If growth is slow, try a brief one-to-one period, adjust the text match, or add a short daily overlearning loop.

At Debsie, our Tier 3 lessons feel calm and focused. Students feel safe to try and proud when they win. If your child needs that level of care, book a free trial. We will decide the right group size, design the routine, and share a home plan you can use in just five minutes a day.

14) Tier 2 dosage: 90–120 minutes/week

Time on task is the fuel of growth. Tier 2 needs ninety to one hundred twenty minutes each week to make a real difference. Anything less, and progress slows. Anything more, and you may be stealing time from Tier 1 or tiring young learners.

The sweet spot is short, frequent sessions spread across the week so the brain gets many chances to practice and remember.

Plan three to five sessions per week, each fifteen to thirty minutes. Keep groups at three to five students with the same skill need. Protect this time. Put it on the master schedule and treat it like a non-negotiable appointment.

If a session is canceled, make it up within the week. Keep the lesson simple and fast. Start with review, teach one new step, practice with many quick turns, then read or write a few lines that match the skill. End on a win so the child wants to come back tomorrow.

Match materials to the taught pattern. Use decodable word lists and short lines that fit exactly. Do not jump to text that forces guessing or memorizing.

Accuracy comes before speed. As accuracy rises, speed will follow. Use quick one-to-two-week probes to confirm that the minutes are paying off. If growth stalls, check attendance, fidelity, and minutes first. Then adjust the content or pacing.

Families can add power with five to seven minutes of home practice on school days. A tiny routine multiplies school minutes without stress. At Debsie, we schedule Tier 2 minutes like clockwork and share a home plan that fits busy lives.

If you want help designing a ninety-to-one-hundred-twenty-minute weekly plan for your child, start with a free Debsie class. We will map the schedule, the routine, and the exact materials you need.

15) Tier 3 dosage: 150–240 minutes/week

Tier 3 needs more time because the work is deeper and the skills are fragile. A range of one hundred fifty to two hundred forty minutes each week gives enough practice to build new brain paths and make reading steps automatic.

Think four or five days a week, with sessions that run thirty to forty-five minutes. Short daily work beats a long block once or twice a week because little brains learn best with steady, bite-size practice. The aim is simple. Many correct reps with fast, kind feedback in a calm space.

Plan the minutes like a medical treatment plan. Put Tier 3 on the schedule first, not last. Protect it from assemblies, field trips, and random changes. If a session is missed, make it up within the week. Keep groups tiny, one to three students, so each child gets dozens of turns.

Build a steady routine to lower stress and raise time-on-task. Open with two minutes of easy review to spark success. Move to a crisp teach of one micro-skill, such as mapping a single vowel pattern or blending with mouth cues.

Guide three to five short practice bursts where the student reads and writes words that fit the pattern. Close with a line or two of decodable text that uses the same pattern, then end on a win so the child feels proud and ready for tomorrow.

Match materials tightly. Every word and line should be decodable with the patterns you have taught. Do not force guessing. Use clean fonts, clear spacing, and simple layouts to remove visual noise. Keep teacher talk short and specific.

Praise what went right first, then fix the exact step that slipped. Ask for an immediate do-over so the correct path replaces the error while it is still fresh. Use a timer to keep the pace lively without feeling rushed. Children should be reading or writing for most of the session.

Check progress every week with a one-minute probe that mirrors the lesson’s focus. Chart the scores so growth is visible. In a quick weekly huddle, confirm three things. Did we hit our minutes. Did the student attend at least ninety percent of sessions.

Did we follow the plan with at least eighty-five to ninety percent fidelity. If any answer is no, fix that before changing instruction. When the big pieces are solid, tiny adjustments, like adding a daily two-minute overlearning loop or slowing the rate of new patterns, can unlock stalled growth.

Families can boost Tier 3 minutes with two short five-minute home sessions each day. Keep it cheerful and simple. Say two sounds, blend three words, read one line, smile, stop.

At Debsie, our intensive tracks lock in the right minutes and make each one count with playful challenges kids love. If your child needs a strong Tier 3 plan, book a free Debsie class and we will map a week that fits your life and lifts your child fast.

16) Fidelity of implementation threshold: ≥85–90% of key steps

Great programs fail when we skip steps. Fidelity means doing the plan the way it was designed. Hitting at least eighty-five to ninety percent of the key steps keeps results strong and predictable. You do not need perfection, but you do need consistency.

Children feel safe when lessons follow a clear rhythm. Their brains know what comes next, so they can focus on the skill, not the directions.

Start by defining the non-negotiables. List the critical steps for your Tier 1, Tier 2, and Tier 3 lessons.

For early reading, these often include a quick review, explicit teaching of one new pattern, guided practice with blending and segmenting, word reading and spelling that match the pattern, and decodable sentence or text reading at very high accuracy.

Add immediate error correction, lots of student responses, and a brief close that celebrates success. Keep the list short and clear so it is easy to follow and easy to check.

Build simple tools to support fidelity. Use a one-page lesson frame that teachers can grab and go. Add a tiny checklist on a clipboard or tablet to mark steps in real time. Invite a peer or coach to do a five-minute walk-through and tally the steps once a week.

Keep the tone friendly and helpful, not heavy. The goal is to make good habits easy. When scores dip below the eighty-five percent line, problem-solve quickly. Is the pacing too slow. Are materials disorganized. Is teacher talk too long. Solve one issue at a time and check again next week.

Measure what matters. Fidelity is not about strict scripts; it is about protecting the proven parts that drive learning. Focus on student response rate, the match between the text and the taught pattern, the clarity of error correction, and the time spent on active practice.

These elements move the needle fast. When fidelity holds, children learn more with the same minutes.

Share the why with families and staff. Consistency builds confidence. Children who know the routine work harder and feel braver because they can predict success. At Debsie, we hit the fidelity line by using tight lesson frames, smart training, and light-touch checks.

That is how we deliver steady gains across groups and time zones. If you want a simple fidelity kit for your classrom or your child’s learning at home, try a free Debsie session. We will share our lesson frames and a friendly checklist you can start using this week.

17) Attendance needed for growth: ≥90% of intervention sessions

Attendance is the quiet giant. When students attend at least ninety percent of intervention sessions, they get enough practice to build and keep new skills. Drop below that, and progress slows even with a great plan.

Each missed session is a lost set of reps, a lost chance to correct errors, and a lost moment of pride. The solution is not pressure; it is smart design that makes showing up easy and worthwhile.

Start with scheduling. Place Tier 2 and Tier 3 at times that avoid common conflicts. Post the schedule for staff and families, and send gentle reminders. If a child misses a day, add a make-up session within the same week.

Keep make-ups short and focused on the single skill of the week. Use a simple tracker that shows each student’s attendance percentage at a glance. Share the number with the child in friendly terms. You made it to four out of five sessions this week. High-five.

Make sessions something children want to attend. Keep lessons fast and upbeat. Use tiny games and clear wins every day. Make success visible with simple charts. When a child feels competence and joy, they ask to come back.

Create small incentives that honor effort, like choosing the first warm-up or ringing a bell after a perfect line. Celebrate the habit of showing up as much as the scores.

Help families keep the ninety percent habit. Share a two-sentence note each week that says what skill you worked on and a five-minute home routine.

Offer flexible make-up slots and quick check-ins for busy parents. Remove friction by sending home a tiny kit with letter cards and a few decodable lines. The easier you make it to practice, the more likely the child and family will stay engaged.

Use data to act, not to judge. When attendance dips, reach out with care. Ask what is getting in the way and solve the problem together. Maybe the time is hard, or transport is tricky, or the child feels worried. Small adjustments matter.

A ten-minute earlier start, a quiet seat away from noise, or a welcoming ritual at the door can lift attendance fast. At Debsie, we design schedules that fit family life across time zones and send warm nudges that keep the habit strong.

If you want a plan that holds the ninety percent line without stress, book a free Debsie class. We will help you set a schedule that sticks and gets results.

18) Phoneme segmentation gain target (K–1): +5–8 correct/min per month

Phoneme segmentation is the skill of pulling apart the sounds in a word. It is the gateway to spelling and decoding. In Kindergarten and Grade 1, a healthy growth rate is five to eight more correct sounds per minute each month.

This pace shows that the child’s ear for language is sharpening and that practice is turning into power. When you know the monthly target, you can set weekly micro-goals and celebrate steady steps forward.

Teach segmentation with clear, simple moves. Start with oral work before letters appear. Say a short word like map. Tap one finger for each sound as you say /m/ /a/ /p/. Ask the child to copy the taps and the sounds. Move to push-and-say with three chips or blocks.

Push one chip for each sound as you say it. Keep your voice clean and the sounds pure. Avoid adding extra vowel sounds to consonants. When the child can segment with chips, add letter tiles that match the sounds.

Then blend the sounds back together and read the word. This link between ear and print is where progress sticks.

Keep practice short and daily. Three to five minutes at the start of every reading session is enough. Use ten to twelve words that share a simple pattern, like short vowels. Mix in a few review words from earlier in the week.

Give immediate, kind feedback. If a child misses a sound, guide them to the mouth move or the chip they skipped, then try again right away. End with a quick win so the child feels strong.

Monitor growth with a one-minute segmentation probe each week. Count the number of correct sound units. Post the score on a small chart. Set a tiny target for the next check, like adding two more sounds.

If growth is slower than five per month, look at practice time, the clarity of your sounds, and the difficulty of your word list. You can slow the pace, use simpler words, or add mouth cues. If growth is strong, keep the routine and gently raise the challenge.

Families can lift gains with a playful routine at home. Say a snack word like jam and tap it out on the table. Use three small buttons to push as you say each sound. Keep it fun and stop while the child is smiling.

At Debsie, we weave segmentation games into live classes and self-paced challenges so kids build this power without even noticing how hard they are working. If you want a custom K–1 plan with weekly targets and tiny home games, join a free Debsie trial.

We will show you how to hit the five-to-eight-per-month goal with joy.

19) Letter-sound (NWF) gain target (K–1): +8–12 correct/min per month

Letter-sound mastery is the engine of early reading. A strong growth pace for Kindergarten and Grade 1 is eight to twelve more correct sounds per minute each month on nonsense word fluency.

his range tells you the child is mapping letters to sounds in a way that sticks. Nonsense words matter because they force true decoding, not memorizing. When this number rises, decoding gets faster, and confidence grows.

Teach the links in a clear, simple way. Say the sound first, then show the letter, then write it, then read it in a word. Keep the sound pure and short. For example, say /m/ not “muh.” Use a tight routine that repeats every day so the brain can relax into the pattern.

Start with two minutes of fast flash on five to seven target graphemes. Move to one minute of quick mapping where the child says the sound and writes the letter, or hears the sound and points to the letter.

Shift into two minutes of blending with those letters to form simple VC and CVC words, even if they are nonsense like “bem” or “lat.” Finish with one minute of quick read-and-erase where the child reads three to five short words and then writes one from memory. This rhythm gives many correct turns in little time.

Keep practice inside the zone of success. Do not jump to advanced patterns before the basics are firm. Use clean fonts and big spacing. Mix a little review with the new set each day so older links stay fresh. Give immediate feedback.

Praise what was right, then name and fix the exact part that slipped. Ask for a quick do-over so the correct path replaces the error at once. Track accuracy closely. Aim for about ninety-seven percent on practice items so learning stays strong and calm.

Measure growth weekly with a one-minute nonsense word probe. Count the number of correct letter-sounds. Draw the score on a small chart the child can see. Set a tiny goal for next week, like adding three more. If the line is flat, check three things first. Is attendance at or above ninety percent.

Are you hitting the planned minutes. Is instruction following your routine at least eighty-five to ninety percent of the time. Fix those before changing content. If those are solid, slow the rate of new letters or add a two-minute daily review loop.

Small, focused tweaks keep the monthly gain inside the eight-to-twelve range.

Families can help with joyful, tiny games. Put three sticky notes with letters on the fridge and play “touch and say.” Make a two-minute nightly habit. Keep it light and stop while the child is smiling. At Debsie, we turn letter-sound work into fun micro-challenges kids love.

If you want a custom letter-sound map and weekly goals, join a free Debsie trial. We will show you how to hit eight to twelve correct per minute each month with simple steps that fit your day.

20) Oral reading fluency gain target Grade 1: +1–2 wcpm/week

In Grade 1, a healthy growth rate for oral reading fluency is one to two more words correct per minute each week. This pace assumes text that matches the phonics the child has learned. Fluency is not speed alone.

It is accurate, smooth reading that frees the brain to think about meaning. When accuracy sits near ninety-seven percent and the weekly words correct per minute number climbs, you know decoding is becoming automatic.

Start with the right text. Use short, decodable passages that align with the letter-sound patterns taught in class. Avoid texts that force guessing from pictures or context. Begin each session with a quick word warm-up using the same patterns that appear in the passage.

Then run a one-minute read. Mark errors lightly and note self-corrections. Give immediate, kind feedback. Praise accurate, smooth lines first. Then teach a tiny fix for the most common slip, such as blending through the vowel or tracking with a finger to avoid skipping.

Ask for an immediate do-over on two or three of the tricky words, and then read the same sentence again to feel the improvement.

Use repeated reading to build fluency without stress. After the first timed read, practice hard parts, then do a second one-minute read of the same passage. Most children improve right away, which boosts confidence. Keep teacher talk short so the child reads more.

As accuracy stabilizes at ninety-seven percent or higher, start nudging expression. Model one line with natural phrasing and have the child echo it. Teach quick phrase scooping with a pencil arc under two or three words that go together. Keep it light and brief.

Chart progress so the child can see the climb. A simple line graph with the date and the words correct per minute number turns effort into a picture. Set a tiny weekly target, like adding one or two words. If the line stalls, look first at text match.

If the passage is too hard, accuracy drops and speed cannot grow. Switch to a better match and watch the line rise again. Also check attendance and minutes, because skipped sessions slow growth more than any other factor.

Families can help with short home reads. Send a copy of the same decodable passage and ask for one friendly read per night, no timing needed. The child can point to three lines they loved reading well. Celebrate the habit, not just the number.

At Debsie, our Grade 1 tracks blend decodable readings, tiny fluency games, and warm feedback so kids see growth each week. If you want a simple plan to hit one to two words per week with your child, book a free Debsie class and we will set up passages, charts, and home routines that work.

21) Oral reading fluency gain target Grade 2: +1.5–2.5 wcpm/week

By Grade 2, children should read with growing ease and understanding. A healthy pace is one and a half to two and a half more words correct per minute each week when the text matches the phonics skills they know.

This steady climb shows decoding is becoming automatic and attention can shift to meaning. The target is not speed at any cost. It is smooth, accurate reading that keeps accuracy near ninety-seven percent while words per minute rise in small, steady steps.

Choose the right passages. Use controlled texts that align with your scope and sequence. If the week’s lessons teach vowel teams, the passage should include those patterns often. Begin each session with a short warm-up of target words.

Have the child read and write three or four of them, then read a short sentence that uses them. This quick start primes the brain and raises accuracy before the timed read. Now run a one-minute read. Keep your directions short and calm. Mark errors quietly, and note self-corrections and hesitations.

Feedback must be fast and kind. Point to one success first, such as smooth reading on tricky vowel teams. Then teach one small fix for the biggest slip, like blending through the vowel without guessing. Ask the child to try the exact line again to feel the improvement.

Use a second one-minute read of the same passage the same day. Most children show an immediate bump, which boosts confidence and makes practice feel worth it. Add brief phrasing work where you draw small scoops under two or three words that belong together.

Echo-read a line to model expression without turning it into a performance.

Track numbers in plain view. Keep a simple chart with date, accuracy, and words correct per minute. Set a tiny weekly goal that fits the target range. If the line is flat for two checks, look first at match and minutes.

A passage that is too hard drives accuracy down and stalls fluency. Swap for a better match and protect practice time. Use quick vocabulary previews for two or three new words that are decodable but rare, so meaning stays clear.

Bring parents into the loop with a short note and a copy of the week’s passage for one friendly read at home each night.

At Debsie, our Grade 2 plan blends decodable practice, tiny fluency games, and quick, warm feedback. Children see their chart rise and feel proud. If you want a simple weekly map to reach one and a half to two and a half words per minute gains, book a free Debsie class.

We will set up passages, targets, and home reads that fit your child.

22) Accuracy goal on grade-level text: ≥97%

Accuracy is the foundation of fluency and comprehension. The goal is at least ninety-seven percent accuracy on grade-level or controlled texts that match taught skills.

At this level, errors are rare, guessing fades, and the brain has space to think about meaning. When accuracy is lower, the child wastes energy fixing mistakes, and even high words-per-minute numbers can hide weak understanding. So we build accuracy first, then let speed grow on top of it.

Begin each reading with a quick accuracy warm-up. Use a tight set of words that mirror the text. Have the child read and write them, then blend two or three tricky ones aloud together. When you start the passage, remind the child to use letter-sound clues first and to blend through the vowel.

Keep the first read calm and un-timed. Listen for patterns in errors. Are vowels wobbly. Are endings dropped. Do blends break. Stop briefly to model the exact fix, then have the child redo the word and the sentence. Avoid long talks. Short, precise moves keep focus high.

Use a simple accuracy check after the un-timed read. If accuracy is below ninety-seven percent, do not push speed. Instead, teach one micro-skill and practice it on a short set. Then return to the passage. If accuracy is at or above the target, you can add a light timing for one minute to begin building smoothness.

Keep notes on the exact error types and celebrate clean lines. Over time, build a habit where the child self-checks by asking two small questions after each paragraph. Did I read the words the letters show. Did I understand that part. This habit turns accuracy into independence.

Parents can help by making home reads accuracy-first. Ask the child to point under words and slow down just enough to see each part of the word. If an error happens, say, let’s look at the letters, what sound does this part make, and blend it again. Keep the tone warm and stop while the child still feels strong.

At Debsie, we keep accuracy at the center. Our coaches match texts to skills and give quick fixes that children can use right away. If you want a plan to lock in ninety-seven percent accuracy without stress, try a free Debsie session. We will show you how a few simple habits turn careful reading into confident reading.

23) High-risk cutoff on screeners: below 20th percentile

Screeners help you see who needs help now. Students scoring below the twentieth percentile on a valid early reading screener are considered high risk and should receive fast support.

This does not mean the child cannot learn to read well. It means the path must start today, be very focused, and be checked often. Waiting to “see if it gets better” only makes the climb harder. A clear plan, started early, changes the story.

Act within days, not weeks. After the fall screener, look at each high-risk student’s sub-scores to find the biggest need. If phonological awareness is weak, start there with daily, short, oral work that moves into letters only when ears are ready.

If letter-sound links are slow, build a tight routine for mapping the most common graphemes with fast, clean practice. If basic decoding is shaky, use decodable words and lines that align to a clear scope and sequence.

Choose the right tier based on how far the score sits below benchmark. Many high-risk students start in Tier 3 or a strong Tier 2 with extra minutes.

Set a clear eight-to-twelve-week target and measure weekly. Use one-minute probes that match the skill you are teaching. Plot scores on a simple chart and share wins with the student and family. Keep attendance at or above ninety percent and follow the plan with at least eighty-five to ninety percent fidelity.

Fix slips in minutes, fidelity, or attendance before changing instruction. When those are solid, small tweaks like slowing the pace of new patterns or adding a two-minute overlearning loop can unlock growth.

Keep the student’s experience positive. High-risk does not mean high stress. Make sessions warm, predictable, and full of small wins. Use materials that reduce noise and guessing. Celebrate each correct move.

Send home a tiny five-minute routine with letter cards and short lines that match school work. Families often feel worried when they hear percentile numbers. Use plain words and offer hope tied to action. We have a plan, we have a goal, and we will check progress every week.

At Debsie, we respond fast when a child falls below the twentieth percentile. We build a focused plan, deliver the right minutes, and make progress visible. Many children move out of the high-risk band within a single term when instruction is clear and steady.

If your child’s screener shows high risk, book a free Debsie class. We will translate the numbers into a simple path you can trust.

24) Some risk cutoff on screeners: 20th–40th percentile

Students in the twentieth to fortieth percentile are not in crisis, but they are not safe either. They sit in the “some risk” band, which means small gaps can grow if we ignore them, and small, smart moves can close them fast if we act now.

The aim is to tilt the slope of learning upward before the next benchmark window. With early readers, this usually means sharper work on phonological awareness, letter-sound links, blending, and automatic word reading, plus a careful match between decodable text and the phonics scope and sequence.

Start within a week of screening. Place these students in Tier 2 with three to five peers who share the same need. Keep minutes at ninety to one hundred twenty each week, spread across three to five short sessions. Anchor each session in one clear focus.

If the data shows weak short-vowel blending, make that the star. Teach the step, model with a few examples, then guide many quick turns. Move from chips to letters to words to short lines that use the exact pattern.

Keep teacher talk short, the pace lively, and the mood upbeat. Accuracy comes first. Once accuracy holds near ninety-seven percent, speed rises on its own.

Check growth every one to two weeks with a one-minute probe that mirrors the focus. Plot results on a small chart and share the goal in simple words the child can repeat. You are adding two more correct sounds this week.

When the line rises, keep the plan. If it flattens, change one element only. Slow the rate of new content, add a tight two-minute daily review of yesterday’s words, or pick cleaner decodable lines that remove guesswork.

Attendance needs to stay at or above ninety percent and fidelity near ninety percent, or gains will slip even with a good plan.

Parents are powerful partners at this level. A five to seven-minute home routine each school night multiplies school minutes without stress. Flash a few sounds, blend five words, read two quick lines, smile, and stop. At Debsie, we give families tiny scripts and fun micro-challenges that make practice feel like a game.

Many “some risk” students climb past the fortieth percentile in one term with this gentle, steady approach. If you want a simple, custom Tier 2 map for your child, book a free Debsie class and we will build it with you this week.

25) % Tier 2 students needing phonics-focused support: 60–75%

Most Tier 2 students need direct phonics work. Across early grades, about sixty to seventy-five percent of children who enter Tier 2 show gaps in letter-sound mapping, blending, decoding accuracy, or automatic word reading.

This is good news because phonics responds quickly to clear teaching and lots of correct practice. When we teach the right patterns in the right order and match text to the lesson, children move.

Begin with a crisp inventory. Which grapheme-phoneme pairs are firm. Which are shaky. Which are missing. Use a quick, friendly check to mark mastery on common consonants, short vowels, digraphs, blends, and early vowel teams.

Build a tight scope that starts where mastery ends. Teach one new pattern at a time. Use a clean routine that repeats every day. Say the sound, show the letter, write the letter, read the letter in words, write a word from dictation, and read a short line that uses it.

Keep practice inside the zone of success so accuracy stays high and confidence grows.

Make materials do the heavy lifting. Use decodable lists and lines that match the taught pattern exactly. Avoid texts that force guessing from pictures or context. Keep fonts clear and spacing generous. Use mouth cues and finger tracking as needed to steady blending.

Give immediate, kind feedback. Name what was right first, then fix the exact part that slipped. Ask for a quick do-over so the correct path replaces the error right away. Track growth every one to two weeks using probes aligned to the taught pattern.

A rising line means the plan is working. A flat line means you adjust one element.

Families can lock in gains with a short nightly routine. Two minutes of sound flash, three minutes of word reading, and two lines of text is enough. Keep it warm and stop while the child smiles. At Debsie, we build phonics-focused Tier 2 tracks that feel like play and work like science.

Children love the rapid wins, and parents love seeing the tiny graphs climb. If you want a phonics map and simple home kit for your child, try a free Debsie session and we will set you up.

26) % Tier 2 students needing phonological awareness focus (K): 50–65%

In Kindergarten, many Tier 2 students need phonological awareness work before print sticks. About fifty to sixty-five percent of K learners who need extra help struggle with hearing, pulling apart, and blending sounds in spoken words.

When the ear is shaky, letters feel random. Strengthening the ear first makes phonics faster and easier. The good news is that phonological awareness can grow quickly with short, daily practice that feels like play.

Keep it oral and simple at the start. Use tapping, clapping, and chip-pushing to mark sounds. Start with compound words and syllables if needed, then move quickly to onset-rime and phonemes. Model the move, then let the child try with guidance. Keep sounds pure and short.

Do not add extra vowels to consonants. Use slow, continuous blending to help children feel the glide from one sound to the next. Once the child can segment and blend with chips, add letter tiles to connect ear and eye.

Move back and forth between oral work and print so the two systems hook together.

Short daily bursts work best. Aim for three to five minutes at the start of every small-group session. Use ten to twelve practice words that share simple patterns. Mix in two or three review words from earlier in the week. Keep the tone lively.

Give immediate feedback and ask for a quick do-over when a sound is missed. Celebrate tiny wins loudly. Children should feel strong and capable, not tested. Track growth with a weekly one-minute probe on a single skill like segmentation.

A steady climb of five to eight more correct sounds per minute across a month shows you are on track.

Invite families to play sound games at home. Tap out snack words on the table. Play “robot talk” in the car by stretching words into sounds. Keep it joyful and stop while the child laughs. When home and school echo each other, gains double.

At Debsie, we weave playful sound games into lessons and give parents mini-guides so practice fits into busy routines. If your K child needs a stronger ear for sounds, book a free Debsie class. We will map a fun, five-minute-a-day plan that makes print learning click.

27) % Tier 2 students with vocabulary/language needs: 25–40%

Not every reading gap comes from decoding alone. About a quarter to two-fifths of Tier 2 students also need help with vocabulary and oral language. These children might sound out words well enough, but meaning slips away, sentences feel long, and stories blur.

The fix is not fancy. It is steady, simple language work woven into short, daily moments. When word knowledge grows, comprehension wakes up, and reading begins to feel worth the effort.

Begin with a tiny word plan each week. Pick three to five high-value words from the texts you are using. Choose words that unlock ideas, not rare words that will never show up again. Say the word, give a kid-friendly meaning in one short sentence, and show it in action.

Use quick call-and-response so mouths move and memory sticks. Keep the tone lively and the examples close to the child’s world. If the word is “observe,” say, you observe when you look closely, like a detective. Then practice with a quick “tell me when you observe” prompt while looking out the window or at a picture.

Tie words to talk, not just definitions. Use fast “turn and talk” moments where students say the word in a sentence about their life. Add a “because” or “so” to stretch thinking. You might say, tell your partner, I predict the puppy will nap because…, or I noticed the pattern, so….

These little stems build complete sentences and grow connectors that make understanding smoother. For children who need more support, model the sentence first, then let them echo, then try with a new idea. Keep sentences short and clear so success comes quickly.

Read aloud every day, even in intervention. Short, rich read-alouds give a flood of language that print-only practice cannot provide. Before reading, preview two or three key words with quick, friendly meanings.

While reading, pause only for a breath to point out how a word shows up in context. After reading, ask one or two simple questions that require using the new words. This pattern takes just a few minutes and builds a habit of using words, not just hearing them.

Measure growth lightly. Keep a running list of target words and check once a week if students can use them in a short sentence with a prompt. Note if answers are single words or full ideas. As language grows, move from naming to explaining and comparing.

For families, send a tiny word card each week with simple prompts. Try this at dinner, say the word “observe,” and ask your child what they observed on the way home.

At Debsie, we blend vocabulary and decoding in tiny bursts so meaning and accuracy grow together. If you want a simple word plan that fits your child, book a free Debsie class and we will build a list, a routine, and fun prompts you can start tonight.

28) % students maintaining gains 6 months after exit: 70–85%

The goal is not just to catch up; it is to stay up. In strong RTI and MTSS systems, about seventy to eighty-five percent of students keep their reading gains six months after they exit intervention.

This stickiness comes from clean habits formed during support and smart maintenance after support. When we plan the “after,” we avoid the slide and protect confidence.

Start with a structured exit. Do not end intervention on a surprise Friday. Plan a four-week glide path. In week one, keep all sessions and raise text difficulty slightly while holding accuracy above ninety-seven percent. In week two, drop one session but add a short independent practice in class with matched decodables.

In week three, switch two sessions to brief check-ins while the child practices in Tier 1 centers. In week four, run one final probe set and celebrate the exit with a clear maintenance plan written in kid-friendly language. You can read hard words by looking at letters and blending. Keep doing it every day.

Lock in classroom habits that keep skills fresh. Give the child daily access to texts that match the phonics scope and also offer a gentle challenge. Build short fluency runs three days a week using controlled passages tied to what was taught.

Keep a tiny word-reading warm-up at the start of core reading for everyone, not just former Tier 2 or Tier 3 students.

This shared routine normalizes practice and avoids stigma. Encourage self-monitoring with two simple questions posted on the desk. Did I read what the letters say. Did I understand that part. These cues nudge accuracy and comprehension without adult prompting.

Add monthly spot-checks. A one-minute probe on the former focus skill once a month is enough to catch early dips. If a check falls below the expected line, offer a booster of four to six quick sessions targeted to the exact slip.

Treat boosters like a tune-up, not a return to long intervention. Keep attendance high and materials tight, then release back to Tier 1 when the line rises again. This agile approach prevents small wobbles from becoming big problems.

Families help maintain gains with tiny habits at home. Ask for one friendly read most nights with a short decodable passage or a page from a matched book. Coach parents to value accuracy first and to use a gentle prompt. Let’s look at the letters and blend.

Praise effort and stop while the child still feels strong. At Debsie, we send a simple maintenance kit when a child exits, including a month of passages, micro-games, and check-in dates.

That is how we keep more children in the seventy-to-eighty-five percent who hold their gains. If your child is nearing exit, book a free Debsie session, and we will write the six-month plan with you.

29) % students needing re-entry to intervention after exit: 10–20%

Even with a strong plan, about ten to twenty percent of students may need to re-enter intervention after they exit. This is not a failure. It is a signal that support needs a brief return to lock in skills or to adjust to new demands.

Reading grows in layers. When texts become harder, vocabulary widens, and sentences stretch, some children wobble. A fast, focused booster protects confidence and keeps growth steady.

Plan for re-entry the smart way. First, watch for early signs. A monthly one-minute spot-check on the child’s former focus skill tells you if the slope is flattening. Watch classroom work samples too. If accuracy falls below ninety-seven percent on matched text, or if decoding looks guessy, act within a week.

Do not wait for report cards. Small dips are easier to fix than big slides.

Make boosters short and targeted. A four-to-six-week cycle with three short sessions per week is often enough. Keep groups tiny, one to three students who share the same need. Use clean routines that put the child’s mouth in motion and the teacher’s talk on a diet.

Start with a two-minute review of the exact pattern that slipped. Teach one micro-step, like reading vowel teams without guessing or blending through tricky consonant clusters. Practice with decodable words and two or three matched lines.

End with one tiny win, such as a perfect sentence read with calm accuracy. Chart weekly gains and share them in kid-friendly language so the child feels the lift.

Protect minutes and attendance. Children who re-enter often have busy schedules; make the time stick by giving it a visible place on the week plan and sending warm reminders. Offer a make-up slot in the same week if a session is missed.

Check fidelity with a simple five-step checklist so your best practices show up every day. When minutes, attendance, and fidelity hold, boosters work fast.

Bring families into the loop with kindness and clarity. Re-entry is a tune-up, not a setback. Share a five-minute home routine that mirrors the school focus. Two minutes of sound flash, three minutes of word and sentence reading, smile, and stop. Keep the tone hopeful.

Celebrate effort and small wins. At Debsie, we treat re-entry as a booster sprint. We move quickly, teach precisely, and keep practice joyful. Most children step back to Tier 1 in a few weeks and stay there. If your child needs a tune-up, book a free Debsie session and we will map a booster that fits your life and gets results.

30) Grade-level catch-up by end of year for students starting in Tier 2 (fall): 55–70%

When Tier 2 starts in the fall and runs with care, more than half—and up to seven in ten—students can reach grade-level reading by the end of the year. This is the payoff of early action, tight alignment, and steady habits. It does not take magic.

It takes minutes, match, monitoring, and mindset. When all four line up, children close gaps and finish the year strong.

Build the year as three clear sprints. From September to November, focus on the biggest decoding gaps. Teach one new grapheme-phoneme pattern at a time. Use decodable text that matches the week’s skill. Keep sessions short and frequent, ninety to one hundred twenty minutes per week, in groups of three to five.

Track progress every one to two weeks. Celebrate small lifts and fix stalls within days. From December to February, strengthen fluency on controlled passages while keeping accuracy near ninety-seven percent. Model phrasing in quick echoes and use repeated reads to turn smoothness into habit.

From March to May, widen comprehension and vocabulary while maintaining clean decoding. Preview two or three high-value words before reading, use quick talk cues like because and so, and keep a light touch on text-dependent questions that make meaning visible.

Guard attendance above ninety percent and keep fidelity at or above eighty-five to ninety percent. Put Tier 2 into the master schedule the way you would a science lab or a sports practice. If a session is canceled, make it up the same week.

Keep materials simple and clean. Avoid texts that force guessing. Stick with clear fonts and open spacing for calm eyes and steady minds. Bring families into the plan with short weekly notes and a five-to-seven-minute home routine. When school and home echo each other, gains compound.

Use checkpoints to steer. After the winter benchmark, review each child’s line. If growth is on pace, keep the plan. If not, adjust one element. You might slow new pattern introduction, add a daily two-minute review loop, or refine your decodable sets.

Do not change five things at once. Small, smart moves work best. As spring arrives, set a visible goal and a countdown chart so children feel the finish. Confidence grows when effort turns into a picture on the wall.

At Debsie, our fall-start Tier 2 tracks follow this exact rhythm. We make sessions clear and fun, share progress in plain words, and keep practice tiny and daily. That is how we help most of our Tier 2 starters cross the grade-level line by June.

If you want this path for your child, book a free Debsie class today. We will set targets, map sprints, and start the first week’s moves right away.

Conclusion

Early reading success is not luck. It is the result of clear teaching, steady minutes, and small checks that guide quick action. The numbers you just read are more than statistics. They are signposts that tell you when to start, how long to teach, what to watch, and when to shift tiers.

When accuracy stays high, practice happens often, and progress is measured simply, most children catch up and stay up. That is the promise of RTI and MTSS when they are done with care.

Other Research Reports By Debsie: