IV.

Specific Components Included in SRBI System: Continuum of Instructional

Supports
A. Use the matrix below to describe instructional strategies and interventions for each
level of support, for each grade level, in each content area. Districts will find the matrix
helpful in addressing parent questions about the approach to be used as well as establishing a
plan to evaluate fidelity of implementation.
Grade Level
1-4

Content Area Reading

Level of
Intervention

Advanced
(Optional)

Typical
length/duration of
Intervention
Required in Minn.
R. 3525.1341 Subp.
4
Focus of
intervention

List the
research-based
instructional
approaches to be
used

Core Instruction

Secondary
Supports
(Supplemental)

Tertiary Supports
(Intensive)

90-120 minutes
Daily throughout the
school year

3-5 times a week

throughout the school
year

5 times a week for

30-75 minutes/day

5 pillars of reading :
phonemic
awareness
decoding
fluency
vocabulary
comprehensio
n
literacy circles
buddy reading
repeated
reading
activities
texts at
appropriate
levels
flexible
grouping
classroom
libraries

5 pillars of reading :
phonemic
awareness
decoding
fluency
vocabulary
comprehensio
n
guided
reading
explicit and
systematic
instruction
repeated
reading
teacher
modeling
neurological
impress

5 pillars of reading :
phonemic
awareness
decoding
fluency
vocabulary
comprehension

explicit and
systematic
instruction
teacher
modeling
partner reading
readers theater
repeated
reading
techniques

List the materials

to be used (e.g.,
components,
programs, series,
texts/reading
series)

Scott
Foresman
leveled
library
guided
reading

Describe how
instruction
delivered, for how
many minutes per
day, days/week

90-120 minutes
daily

Describe who
delivers
instruction/ratio of
students to staff

classroom
teachers
whole
group 1:22
small group
1:5

Progress
Monitoring Data to
be collected
Required in Minn. R.
3525.1341 Subp.3 F.

FAST
Grade 1: Letter
sound, Decodable
Words, CBMR
Grade 2: CBMR
Grade 3: CBMR
Grade 4: CBMR

Grade Level K

Content Area Reading

Level of
Intervention

Advanced
(Optional)

Typical
length/duration of
Intervention
Required in Minn.
R. 3525.1341
Subp. 4

LLI
S.M.A.R.T.
word-warm up
Read Naturally
Orton
Gillingham
Fountas and
Pinnel
phonics lessons
guided reading:
30 minutes a
day
Title: 20 minutes
a day
Breakfast Club:
4 days a week
for 30 minutes
after school
program: 2
days a week for
80 minutes a
day
classroom
teacher
Reading
Specialist
paraprofessiona
ls
high potential
teacher
student teacher
ratio 1-2 to 1-5
weekly FAST
testing
quarterly
running records
ongoing reading
records
classroom
formative
assessments

LLI
Making
Connections
Sonday
ERI
Orton
Gillingham
Read Naturally
small group
instruction for
30-45 minutes,
5 times a week
individual
instruction for 20
minutes, 2-5
days a week

ADSIS Teacher
Paraprofessiona
ls
Interventionist
Reading
Specialist

weekly FAST
testing

Core Instruction

Secondary
Supports
(Supplemental)

Tertiary Supports
(Intensive)

60 minutes
Daily throughout the
school year

5 days a week
throughout the school
year

5 days a week
throughout the school
year

Focus of
intervention

List the
research-based
instructional
approaches to be
used

List the materials

to be used (e.g.,
components,
programs, series,
texts/reading
series)
Describe how
instruction
delivered, for
how many
minutes per day,
days/week
Describe who
delivers
instruction/ratio
of students to
staff
Progress
Monitoring Data
to be collected
Required in Minn.
R. 3525.1341
Subp.3 F.

5 pillars of reading :
phonemic
awareness
decoding
Fluency
vocabulary
comprehension
literacy centers
teacher
modeling
buddy reading
repeated
reading
S.M.A.R.T.
flexible
grouping
phonemic
awareness
strategies
rhyming
Scott
Foresman
reading series
S.M.A.R.T.
materials

whole group and small

group instruction: 60
minutes per day

FAST data
classroom
formative
assessments

classroom teacher
19:1

letter names
and sounds
sight words

individual
teacher
modeling
repeated
reading

Americorp letter
naming and
sound practice
S.M.A.R.T.

Content Area Reading

Level of
Intervention

Advanced
(Optional)

Core Instruction

small group
teacher
modeling
explicit and
systematic
instruction

ERI
S.M.A.R.T.
LLI

guided reading:
30 minutes a
day
Title: 10-15
minutes a day

Title I and ADSIS:

20-30 minutes per
day

classroom
teacher
paraprofessiona
ls 1:1

Reading Specialist
1:3

weekly FAST testing

Grade Level
5-8

letter names
and sounds
phonemic
awareness
blending
sight words

Secondary
Supports
(Supplemental)

weekly FAST
testing
classroom
based
assessments
curriculum
based
assessments

Tertiary Supports
(Intensive)

Typical
length/duration of
Intervention
Required in Minn.
R. 3525.1341
Subp. 4

70 minutes grades 5-6

60 minutes grades 7-8
Daily throughout the
school year

Focus of
intervention

5 pillars of reading :
phonemic
awareness
decoding
Fluency
vocabulary
comprehensio
n
guided reading
(grade 5)
teacher
modeling
partner reading
repeated
reading
flexible
grouping

List the
research-based
instructional
approaches to be
used

List the materials

to be used (e.g.,
components,
programs, series,
texts/reading
series)

Describe how
instruction
delivered, for
how many
minutes per day,
days/week

Describe who
delivers
instruction/ratio
of students to
staff

50 minutes grades 5-6

40 minutes grades 7-8
5 days a week
throughout the school
year

sight words
multi-syllabic
words

individual
teacher
modeling
repeated
reading

MCI
Benchmark
Literacy
Scholastic
Action

Grades 5-6: 50
minutes a day, 5
days a week
Grades 7-8: 40
minutes a day, 5
days a week

Scott
Foresman
reading series
(grades 5-6)
Pearson
Prentice Hall
Literature
Series (grades
7-8)
whole group and small
group instruction: 70
minutes per day
(grades 5-6)
60 minutes a day
(grades 7-8)

classroom teacher
30:1

smaller groups
focused on more
specific skill
5 days a week
throughout the school
year

Classroom
teacher
Reading
specialist
Paraprofessiona
ls 1:3

phonemic
awareness
blending
sight words

small group
teacher
modeling
explicit and
systematic
instruction

LLI
Sonday
Scholastic
Action

Smaller
groups, more
focused
instruction
Grades 5-6:
50 minutes a
day, 5 days a
week
Grades 7-8:
40 minutes a
day, 5 days a
week
Reading Specialist
1:5

Progress
Monitoring Data
to be collected
Required in Minn.
R. 3525.1341
Subp.3 F.

classroom
formative
assessments
classroom
summative
assessments

bi-monthly
FAST testing

bi-monthly
FAST
assessment
Benchmark
running record