MISSISSIPPI STUDIES
Mississippi Studies is a one semester course designed to foster appreciation for the state, its history and its culture. The content will include the geographic,
historic, economic, political, and social events that have contributed to the state‘s developm ent.
The course traces Mississippi‘s economic transition from agriculture to industry and its effort to expand participation of al l its citizens in the political process. The
course includes the study of the diverse contributions of the citizens of the st ate. Additionally, civic concepts should be developed in order to encourage active
participation in the political process of the state and nation.
The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected
to be taught by infusing social studies skills into the pedagogy of the course. These skills should include, but are not limi ted to: acquiring an understanding of
change over time, distinguishing between primary and secondary sources, the analysis of primary sources, reading different sources critically, making arguments
in written and oral form based on evidence in support of a clearly defined thesis, and developing a solid command of major ge ographic features by interpreting
physical and political maps of Mississippi, the United States and the world's continents.
Domestic Affairs
Understand how geography, history, and politics have influenced the development of
Mississippi.
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Identify the major (Chickasaw, Choctaw, and Natchez) and minor (Biloxi, Tunica) Native American groups found living in Mississippi by the first Europe an
explorers in the region and discuss their governmental, economic and ecological systems.
(DOK 1)
Describe the social, economic and political context of Mississippi when it was held by France, England and Spain and describe the process by which the
Mississippi territory was admitted to the United States. (DOK 1)
Analyze the development of slavery in Mississippi including the various factors (economic, geographic, and social) that contributed to its development and
explain the opposition to slavery in Mississippi. (DOK 2)
Trace the events that led to the secession of Mississippi from the Union in 1861 and explain why certain groups opposed the secession. (DOK 1)
Compare and contrast the four constitutions of Mississippi and explain the reasons for their development. (DOK 2)
Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1)
Understand the major responsibilities of state and local government and how they are executed.
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Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1)
Examine the various forms of local governments (i.e., city managers, municipal supervisors, mayor/city council, etc.) and eva luate how they help meet the
needs of local communities. (DOK 2)
Global Affairs
Understand the role that Mississippi has played in international, political, and economic affairs.
1
Mississippi Studies
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Cite specific evidence of Mississippi‘s involvement (through imports and exports) in the global economy including communication, technology,
transportation, education and manufacturing. (DOK 2)
Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant group s in Mississippi during the 20th
and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2)
Civil Rights/Human Rights
Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and hu man rights protections and/or
activism for various minority groups in Mississippi.
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Compare and contrast de facto segregation and de jure segregation in Mississippi from 1890 to the present, including the rise of Jim Crow era events and
actors (i.e., Ross Barnett, James Eastland, the integration of University of Mississippi, Sovereignty Commission, etc.), and their impact on Mississippi‘s
history and contemporary society. (DOK 2)
Identify and explain the significance of the major actors, groups and events of the Civil Rights Movement in the mid-20th century in Mississippi (i.e., Fannie
Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Part y, COFO,
CORE, etc.). (DOK 2)
Compare and contrast the development and resulting impact of civil rights
movements (e.g., women‘s suffrage, African American liberation, Native American citizenship and suffrage, immigration rights, etc.) in Mississippi.
(DOK 2)
Investigate and describe the state government‘s responses to the Brown v. Board of Education of Topeka, Kansas Supreme Cou rt decision in the 1950s,
1960s and 1970s. (DOK 2)
Economics
Understand the importance of how geography, history, and politics affect the economic life of Mississippi from the past to th e present.
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Identify and analyze the economic development over time of major industries in Mississippi (including but not limited to agri cultural production,
manufacturing, rise of machines, boll weevil, development of natural resources, international investments, the Great Migration, etc.). (DOK 3)
Analyze the economic impact of the Civil War on Mississippi. (DOK 3)
Explain the reasons why Mississippi became more industrialized in the mid-20th century. (DOK 1)
Analyze the current trends and historic record of poverty and wealth distribution in Mississippi. (DOK 3)
Culture
Understand the trends, ideologies, and artistic expressions in Mississippi over time and place.
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Examine the cultural impact of Mississippi artists, musicians and writers on the state, nation and world. (DOK 2)
Analyze the ways Mississippians have adapted to change and continue to address cultural issues unique to the state (e.g., the establishment of historical
and commemorative markers for Civil Rights Movement and Confederate icons). (DOK 3)
Analyze the impact of religious traditions upon the daily lives of Mississippians from the era of European exploration to the present. (DOK 3)
Mississippi Studies
Greenville Public School District
Recommended Subject Mississippi Studies Curriculum MAP
2016-2017
Content: Mississippi Studies
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) – (E-Economics) – (C-Culture)
Grading
Period
1st 9
weeks
(Middle
School
1st or 3rd
Term)
1st 9
weeks
Middle
School
1st or 3rd
Term)
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential Questions
Skills
1a. Identify the major
(Chickasaw, Choctaw,
and Natchez) and minor
(Biloxi, Tunica) Native
American groups found
living in Mississippi by
the first European
explorers in the region
and discuss their
governmental,
economic and
ecological systems.
(DOK 1)
What contribution
did Native
American make to
MS society?
What are the
differences among
the Early Native
Americans found
in Mississippi?
(government,
geographic region,
and religion etc.,)
Map locations of
MS Indians,
Vocabulary
Development,
Contrast &
compare the
three main tribes
of MS,
1b. Describe the social,
economic and political
context of Mississippi
when it was held by
France, England and
Spain and describe the
process by which the
Mississippi territory was
admitted to the United
States. (DOK 1)
What impact other
nations had on the
resolution of
territorial and
border issues in
Mississippi and in
the United States?
Suggested Activities
(HOW will you teach it?)
Have students create a graphic
organizer of the Indian trips in
Mississippi after viewing the
Native Americans PPT
Have students complete the MS
"State Facts" assignment
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Mississippi Studies Calendar
Identify the
European
explorers and
countries they
represented,
Vocabulary
Development
Map / Graph /
Chart Analysis
Have students complete the
European Explorers Do Now
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
3
Resources
(What
MATERIALS
will
you need?)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
1st 9
weeks
Middle
School
1st or 3rd
Term)
1c. Analyze the
development of slavery
in Mississippi including
the various factors
(economic, geographic,
and social) that
contributed to its
development and
explain the opposition
to slavery in Mississippi.
(DOK 2)
Essential Questions
What impact did
slavery have on
the economic
development of
Mississippi?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Suggested Activities
(HOW will you teach it?)
Have students create a graphic
organizer wit facts based on the
Slavery/ Civil War PPT
Have students to complete the
Great Slave Debate assignment
Have students to write an essay
on their interpretation of the Slave
Trade Poster
Have students to read the article
on Slavery in MS and outline the
facts about slavery in Mississippi.
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
4
Mississippi Studies
Resources
(What
MATERIALS
will
you need?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Students will be
writing articles,
diary entries,
drawing pictures,
constructing
models, acting
out plays.
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
1st 9
weeks
Middle
School
1st or 3rd
Term)
1d. Trace the events
that led to the
secession of Mississippi
from the Union in 1861
and explain why certain
groups opposed the
secession. (DOK 1)
Essential Questions
Skills
What events lead to Map / Graph /
Mississippi’s
Chart Analysis
secession from the Determining
Union?
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Textbook
Internet
Power Point
Primary
Sources
Have students complete the MS
Secondary
secession assignment
Sources
After viewing the MS secession PPT
Charts/
Graphs/
Have students to write an essay on
Tables
Mississippi secession after viewing Archives
Secession PPT
Insight 360
Teacher
Observation
Student work
samples
Student oral and
written
responses
Formative
Assessments
Have students create a graphic
organizer on Events that led to
Secession PPT
Have students complete the
Secession Guided Reading Activity
Refer to objective 5b for additional
resources.
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
5
Mississippi Studies
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
1st 9
weeks
Middle
School
1st or 3rd
Term)
Objectives (PLD)
(What do your students
need to be able to DO?)
1e. Compare and
contrast the four
constitutions of
Mississippi and explain
the reasons for their
development. (DOK 2)
Essential
Questions
Skills
Suggested Activities
(HOW will you teach it?)
What were the
characteristics and
differences in the
four constitutions
of Mississippi?
Compare &
Contrast the
four state
constitutions of
MS (Venn
Diagram)
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Have students to examine primary
sources of MS four Constitutions
And create a graphic organizer
comparing the four constitutions.
Have students complete the MS
1817 Constitution assignment
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Mississippi Studies Calendar
1st 9
weeks
Middle
School
1st or 3rd
Term)
1f. Identify and locate
major geographical
features of Mississippi
and how they contribute
to the social and
economic development
of the state. (DOK 1)
What are the four
geographical
regions
Mississippi is
divided into?
What is the soil
type and landform
of each region in
Mississippi?
Which regions are
the major MS cities
located?
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Have students to label the major
rivers in MS by using the Major
Rivers in MS map
Have students to label and learn
the major soil regions of MS on
the MS landforms map
Have students label the MS Cities
Map template
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
6
Mississippi Studies
Grading
Period
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
Objectives (PLD)
(What do your students
need to be able to DO?)
2a. Identify and
describe the duties of
the three branches of
state government in
Mississippi. (DOK 1)
Essential Questions
How can
government be
shaped by
principles and
ideals?
How do state
governments
support a federal
government?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Have students create a graphic
organizer after viewing the
Branches of Government Power
point
Have students complete the
Separation of Powers Lesson Unit
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Mississippi Studies Calendar
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
2b. Examine the various
forms of local
governments (i.e., city
managers, municipal
supervisors, mayor/city
council, etc.) and
evaluate how they help
meet the needs of local
communities. (DOK 2)
How is the
structure of local,
state, and federal
government
similar?
Compare &
contrast the
duties of city &
county officials,
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Have students to view the Local
Government PPT and create a
graphic organizer of MS local
government.
Have students complete the MS
County seat Project
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
7
Mississippi Studies
Grading
Period
1st 9
weeks
Middle
School
1st or 3rd
Term)
Objectives (PLD)
(What do your students
need to be able to DO?)
3a. Cite specific
evidence of
Mississippi‘s
involvement (through
imports and exports) in
the global economy
including
communication,
technology,
transportation,
education and
manufacturing. (DOK 2)
Essential Questions
What major
economic changes
occurred in
Mississippi after
World War II?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Have students to compare the
products traded in the Columbian
Exchange Map with the products
produced in MS.
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Mississippi Studies Calendar
1st 9
weeks
Middle
School
1st or 3rd
Term)
3b. Cite evidence of the
growing international
diversity of the
Mississippi population
by identifying the
various immigrant
groups in Mississippi
during the 20th and
21st centuries and
analyze their
motivations (or
push/pull factors) for
migrating to the state.
(DOK 2)
What caused
African Americans
to leave
Mississippi and
migrate north?
What effect did it
have on
Mississippi?
What caused
Mississippi
population to
become diverse?
Chart the Pushpull factors for
immigration,
Identify &
analyze the
population
groups in MS.,
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Have students create a graphic
organizer of push/pull factors
based on the MS Between the
Wars PPT
Have students complete the
Push/Pull Factors Do Now
Have students complete the
Population Data assignment
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
8
Mississippi Studies
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential Questions
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
4a. Compare and
contrast de facto
segregation and de
jure segregation in
Mississippi from 1890 to
the present, including
the rise of Jim Crow era
events and actors (i.e.,
Ross Barnett, James
Eastland, the
integration of University
of Mississippi,
Sovereignty
Commission, etc.), and
their impact on
Mississippi‘s history and
contemporary society.
(DOK 2)
How did de facto
and de jure
segregation affect
the lives of African
Americans in
Mississippi at the
turn of the century
up until the civil
rights movement?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
The students will create a graphic
organizer after viewing the PostWar PPT
Have students to view the Jim
Crow PPT and write an essay on
Jim Crow in MS.
Have students complete the Jim
Crow Assignment
Refer to objective 4b, 4c, & 4d for
additional resources.
Have students complete the
Killed by the Klans review
questions
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
9
Mississippi Studies
Resources
(What
MATERIALS
will
you need?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
4b. Identify and explain
the significance of the
major actors, groups
and events of the Civil
Rights Movement in the
mid- 20th century in
Mississippi (i.e., Fannie
Lou Hamer, Medgar
Evers, Dr. T.R.M.
Howard, James
Meredith, Freedom
Rides, Freedom
Summer, Mississippi
Freedom Democratic
Party, COFO, CORE,
etc.). (DOK 2)
How did the
tactics, used by
civil rights leaders
and organizations
help them to
obtain their goals?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Have students to create a graphic
organizer after viewing the Civil
Rights Movement in MS PPT
Have students to complete the
Civil Rights Movement guided
questions
after reading the Civil Rights
Article
Have students complete the Civil
Rights Word Search
Refer to objective 4a, 4c, & 4d for
additional resources.
Vocabulary strategies
Pre-reading Warm-ups and
writing prompts from
www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
10
Mississippi Studies
Resources
(What
MATERIALS
will
you need?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA
Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
4c. Compare and
contrast the
development and
resulting impact of civil
rights movements (e.g.,
women‘s suffrage,
African American
liberation, Native
American citizenship
and suffrage,
immigration rights, etc.)
in Mississippi. (DOK 2)
Essential Questions
How does the
treatment of a
minority group
impact an entire
nation?
What impact
did the Civil
Rights
Movement have
on Mississippi
from the 1960’s
until today?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Have students to place the events
in order using the Civil Rights
Timeline
Have students create a graphic
organizer of events from the Civil
Rights Movement in MS PPT
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Refer to objective 4a, 4b, & 4d for
additional resources.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
2nd
9
weeks
(Middle
School
2nd or
4th
Term)
4d. Investigate and
describe the state
government‘s
responses to the Brown
v. Board of Education of
Topeka, Kansas
Supreme Court decision
in the 1950s, 1960s and
1970s. (DOK 2)
How did the ruling
of brown vs. board
of education affect
the actions of
state official during
the 50's, 60's and
the 70's?
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Have students complete the
Plessy/ Brown Word Web
assignment after viewing the
Plessy/ Brown notes
Refer to objective 4a, 4b, & 4c for
additional resources.
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
11
Mississippi Studies
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
5a. Identify and analyze
the economic
development over time
of major industries in
Mississippi (including
but not limited to
agricultural production,
manufacturing, rise of
machines, boll weevil,
development of natural
resources, international
investments, the Great
Migration, etc.). (DOK
3)
What issues
caused the rise
and fall of the
lumber industry in
MS in the 1900?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Have students complete the
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Roaring 20s assignment
Have students complete the
Natural Resources in MS
assignment
Have students complete the
Agribusiness lesson unit
Have students to read the article
on the Catfish Industry
And create a graphic organizer of
facts about the industry in MS.
Refer to Objective 5c.
Vocabulary strategies
Pre-reading Warm-ups and
writing prompts from
www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
12
Mississippi Studies
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA
Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
1st 9
weeks
Middle
School
1st or 3rd
Term)
5b. Analyze the
economic impact of the
Civil War on
Mississippi. (DOK 3)
Essential
Questions
What were the
political, social,
and economic
effects of the Civil
War on MS?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Students will create a graphic
organizer after viewing the Civil
War PPT
Have students complete the Civil
War Challenge
Have students place the events in
order using the Civil War Time
line
Have students to complete the
Photo analysis assignment after
viewing the
Civil War photographs
Have students to view the
Reconstruction PPT and complete
the
Reconstruction Cross word
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Refer to Objective 1d for
additional resources.
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
13
Mississippi Studies
Resources
(What
MATERIALS
will
you need?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA
Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential Questions
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
5c. Explain the reasons
why Mississippi became
more industrialized in
the mid-20th century.
(DOK 1)
What factors and/
or events caused
MS to become
more
industrialized?
What were the four
major problems
that faced
Mississippians in
the period
between World
War I and World
War II?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Have students read the
Shipbuilding in MS article
And write an essay on the benefits
of the Shipbuilding industry in MS.
Refer to Objective 5a.
Have students to place major
industries of MS on a Mississippi
map
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCRELA Literacy.
RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Mississippi Studies Calendar
1st 9
weeks
Middle
School
1st or 3rd
Term)
14
5d. Analyze the current
trends and historic
record of poverty and
wealth distribution in
Mississippi. (DOK 3)
Mississippi Studies
What effect did the
sharecropping
system have on
the distribution
of poverty and
wealth in MS?
Which parts of the
state have a larger
population of
impoverish
people? Does it
have any relations
to the
sharecropping
system?
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Have students create a graphic
organizer depicting life in MS
using the Gilded Age. Progressive
Era PPT
Have students complete the
Sharecropping activity
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential Questions
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
6a. Examine the cultural
impact of Mississippi
artists, musicians and
writers on the state,
nation and world. (DOK
2)
In what ways has
Mississippians
influenced the arts
and made an
impact on the
state, nation and
world?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Textbook
Internet
Power Point
Primary
a Famous
Sources
Secondary
Sources
the
Charts/
Graphs/
Tables
Archives
the MS
Insight 360
Have students complete the MS
music lesson unit
Have students complete
Mississippian Project
Have students complete
Famous Mississippians
Assignment
Have students complete
Musicians assignment
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
15
Mississippi Studies
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
6b. Analyze the ways
Mississippians have
adapted to change and
continue to address
cultural issues unique to
the state (e.g., the
establishment of
historical and
commemorative
markers for Civil Rights
Movement and
Confederate icons).
(DOK 3)
Essential Questions
What are some of
the contributions
Mississippians
have made in the
arts or history and
how have they
impact the state,
nation, and the
world?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Have students create a graphic
Textbook
organizer from the facts that are in Internet
Power Point
the MS Cultural Heritage PPT
Primary
Sources
Have students complete the MS
Culture and Heritage assignment Secondary
Sources
Charts/
Have students complete the MS
Graphs/
Culture Crossword assignment
Tables
Archives
Vocabulary strategies
Insight 360
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
16
Mississippi Studies
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
2nd 9
weeks
(Middle
School
2nd or
4th
Term)
6c. Analyze the impact
of religious traditions
upon the daily lives of
Mississippians from the
era of European
exploration to the
present. (DOK 3)
Essential Questions
How does religion
impact the
economic
development in an
area?
Skills
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Analyzing
Political
Cartoons
Suggested Activities
(HOW will you teach it?)
Have students read the article
Religion in MS and write an essay
on the development and spread
of religions in MS.
Have students create a graphic
organizer of the religions practiced
in MS with the religion and the
observance, for example,
Christianity-Easter and Christmas.
Vocabulary strategies
Pre-reading Warm-ups and writing
prompts from www.readworks.org
Follow the pacing calendar for
additional suggested teaching
topics for this objective.in the
Mississippi Studies Calendar
17
Mississippi Studies
Resources
(What
MATERIALS
will
you need?)
Textbook
Internet
Power Point
Primary
Sources
Secondary
Sources
Charts/
Graphs/
Tables
Archives
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observation
Student work
samples
Student oral
and written
responses
Formative
Assessments
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
CCR.ELA Literacy
.RH.6-8.2
Determine the
central ideas or
information of a
primary or
secondary
source; provide
an accurate
summary of the
source
Greenville Public School District
Multi-Tiered System of Supports Plan
Literacy Based Promotion Act Requirements
August 25, 2016
Office of Curriculum and Instruction
18
Mississippi Studies
Overview
The Greenville Public School District (GPSD) will implement the Multi-Tiered System of Supports (MTSS) Model to ensure that all
students receive needed interventions in academics and behavior. The GPSD MTSS Model meets the requirements of State Board
Policy Part 3 Chapter 41: Intervention and Accountability Process Standard 20. The model is made up of the following essential
components:
 Shared Leadership
 The district Intervention Specialists will provide and coordinate training, resources, and monitoring to support the
development and implementation of MTSS in district schools.
 Data Based Problem Solving
 Each school will have a Teacher Support Team (TST) that will analyze all available data to effectively implement
interventions matched to the student’s need.
 Layered Continuum of Supports
 Tier 1: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career
Readiness Standards.
 Tier 2: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career
Readiness Standards. Students that are not successful (in line with peers) at Tier 1 must receive Tier 2 targeted
interventions to last no more than 8 weeks with two documented reviews.
 Tier 3: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career
Readiness Standards. Students that populated on the MSIS Intervention Screen, have failed at least one year in grades
K-3, have failed at least two years in grades 4-12, have failed the 3rd Grade Reading MKAS2, or a 4th grade student that
received a Good Cause Exemption must be referred to the TST for Tier 3 interventions to last no more than 16 weeks
with two documented reviews.
 Evidence-Based Instruction, Intervention, and Assessment Practices
 GPSD Behavior Intervention Menu (see Appendix)
 GPSD Math Intervention Menu (see Appendix)
 GPSD Reading Intervention Menu (see Appendix)
 Each menu includes the intervention, research, and progress monitoring tools
 Universal Screening and Progress Monitoring
 All students will participate in the universal screening of reading, math, and behavior three times a year. Kindergarten
students will be screened for dyslexia in the spring of each year. First graders will be screened for dyslexia in the fall of
each year.
19
Mississippi Studies

Data from the universal screeners will be analyzed. Students that score in the basic range must receive Tier 2 targeted
interventions. Students that score in the advanced range must receive targeted enrichment which may include being
placed in an Advance Placement / Gifted / or Dual Enrollment class.
 Data from the universal screeners will be analyzed. Students that score in the minimal range must receive Tier 3
intensive interventions.
 Family, School, and Community Partnerships
 In order for a student to be successful, families, schools, and communities must work together. Two-way
communication between the school and parents is essential.
 Parents / guardians will be notified of meetings to review student data and to collaborate in the problem-solving
process.
Forms
Forms for all parts of the MTSS model are available on the GPSD website under the Curriculum Department under the
Intervention tab.
Literacy-Based Promotion Act Requirements
 Intensive Reading Instruction and Intervention
 When a K-3 student scores a minimum on the reading universal screener, the student must be referred to the TST and
receive Tier 3 interventions in reading.
 If a 3rd grade student is retained due to failing the Mississippi K-3 Assessment Support System (MKAS2), the student
must be referred to the TST and receive Tier 3 interventions in reading.
 Parent Notification of a Reading Deficiency
 When a reading deficiency is found in a K-3rd grade student, the parent must be notified of the deficiency, the current
and supplemental services provided, the possibility of retention in the 3 rd grade, and strategies for parents to use at
home.
 Social Promotion Prohibited
 Social promotion is prohibited in the GPSD.
 Good Cause Promotion
 A 3rd grade student that does not pass the MKAS2 may be promoted to the 4 th grade with data and the Superintendent’s
approval:
 Limited English students who have had less than two years of ELL instruction
20
Mississippi Studies

Special Services students whose IEP indicates that participation in the state assessment program is not
appropriate
 Special Services students who participate in the state assessment program, has received one year of intensive
reading remediation, and has not passed the MKAS2
 Students that demonstrate an acceptable level of reading proficiency on a state approved alternate assessment
 Students who have received two year of intensive reading remediation
 Good Cause Request
 A request for a Good Cause Exemption will follow the following steps:
 Documentation is submitted for the student’s teacher to the school’s principal
 The principal reviews the documentation with the teacher and parent
 If the principal determines that the student should be promoted, based on the documentation, the principal shall
make the recommendation in writing to the Superintendent who in writing may accept or reject the
recommendation
 Third Grade Retention and Parent Notification
 Third grade students that are retained due to failing the MAKS2 must receive the following
 A 90 minute literacy block
 Scientifically research-based reading interventions
 Small group instruction
 Reduced teacher-student ratios
 Extended school day, week, or year
 Summer reading camps
 Written notification shall be provided the parent / guardian of any 3 rd grade student who is retained that the student has
not met the proficiency level required for promotion and the reasons the student is not eligible for a good cause
exemption. The notification shall include a description of interventions and a “Read at Home”
Skill
21
Mississippi Studies
Intervention
Behavior Intervention Menu
Scientific Documentation
Progress
Monitoring Tool
Off-task,
Nondisruptive
Choice: Allowing the Student to Select Task
Sequence
Description: The student is assigned several tasks to
complete during a work period and given the
opportunity to select the assignment that he or she will
do first
Reward vs. Response
Description: The student receives a reward from a
predetermined list for completing a specific task.
The Good Behavior Game

Kern, L., & Clemens, N. H. (2007). Antecedent strategies to
promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
Kern, L., M antagna, M .E., Vorndran, C.M ., Bailin, D., & Hilt,
A. (2001). Choice of task sequence to increase engagement and
reduce problem behaviors. Journal of Positive Behavior
Interventions, 3, 3-10.
Ramsey, M . L., Jolivette, K., Patterson, D. P., & Kennedy, C.
(2010). Using choice to increase time on-task, task-completion,
and accuracy for students with emotional/behavior disorders in
a residential facility. Education and Treatment of Children,
33(1), 1-21.
Choice Behavior
Report card
M etzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R.
(2001). Evaluation of a comprehensive behavior management
program to improve school-wide positive behavior support.
Education and Treatment of Children, 24(4), 448-479.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2004).
Responding to Problem Behavior in Schools: The Behavior
Education Program. New York: The Guilford Press.
Incentive Chart or
RtI Progress
Monitoring Form
Appendix G

Barrish, Saunders, and Wold (1969). Harris and Sherman
(1973). M edland and Stachnik (1972).
RtI Progress
Monitoring Form
Appendix G

Piersel (1985).
RtI Progress
Monitoring Form
Appendix H

Alberto, P. A., & Troutman, A. C. (1995). Applied behavior
analysis procedures forteachers (4th ed.). Englewood Cliffs,
NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A
contracting book for children and their parents. Kalamazoo,
M I: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral
contracts: A case simulation practice manual. Champaign, IL:
Research Press.
RtI Progress
Monitoring Form
Appendix G




Description: This cooperative approach will reduce
unwanted classroom behavior using a game that
allows students to work together to gain group
rewards.
Self-Monitoring
Description: This intervention will teach students
how to monitor and manage their own behavior.
Behavior Contract
Description: A behavior contract is a written
document between an instructor and student which
specifies: expected behaviors, positive and negative
consequences, and time frame of the contract with
review dates.
22
Mississippi Studies






Mentoring

Description: Students meet with an adult on a regular
basis to talk about the student’s day and behavior. The
adult must be someone willing to invest in the
student’s life.
Off-task,
Disruptive
Counseling
Description: The student is assigned to an adult in the
school building with which the student can easily talk.
The student and adult meet at least twice daily to
check-in and make sure the student is having a
behaviorally good day.
Behavior Contract
Description: A behavior contract is a written
document between an instructor and student which
specifies: expected behaviors, positive and negative
consequences, and time frame of the contract with
review dates.
Baker, S. B., & Gerler, E. R. (2001). Counseling in schools. In
D. C. Locke, J. E. M yers, and E. L. Herr (Eds.), The Handbook
of Counseling, Thousand Oaks, CA: Sage Publications.
Omizo, M .M ., Hershberger, J.M ., & Omizo, S.A. (1988).
Teaching children to cope with anger. Elementary School
Guidance & Counseling, 22, 241-245.
GPSD Behavior
Report Card

Hawken, L. S. & Horner R. H., (2003) Implementing a
Targeted Group Intervention Within a School-Wide System of
Behavior Support. Journal of Behavioral Education, 12, 225240.
M arch, R. E. & Horner, R. H. (2002) Feasibility and
contributions of functional behavioral assessment in schools.
Journal of Emotional and Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., M eyer, G., & Horner, R. H. (2008).
The Effects of a Targeted Intervention to Reduce Problem
Behaviors: Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior
analysis procedures forteachers (4th ed.). Englewood Cliffs,
NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A
contracting book for children and their parents. Kalamazoo,
M I: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral
contracts: A case simulation practice manual. Champaign, IL:
Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
GPSD Behavior
Report Card






23
Mississippi Studies
GPSD Behavior
Report Card

Description: Students meet in a group or individually
with the school’s counselor at least twice weekly to
work on specific behaviors.
Check-In/Check-Out (Behavior)
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982).
Efficacy of behavior contracting:Target behaviors, performance
criteria, and settings. Behavior Modification, 6, 499-518.
Kelly, M . L., & Stokes, T. F. (1982). Contingency contracting
with disadvantaged youths:Improving classroom performance.
Journal of Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough
kid book. Longmont, CO: Sopris West.
Keller, T. E., & Pryce, J. M . (2012). Different roles and
different results: how activity orientations correspond to
relationship quality and student outcomes in school-based
mentoring. The Journal of Primary Prevention. 33.1, 47.
RtI Progress
Monitoring Form
Appendix G



Stimulus Cueing


Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982).
Efficacy of behavior contracting:Target behaviors, performance
criteria, and settings. Behavior Modification, 6, 499-518.
Kelly, M . L., & Stokes, T. F. (1982). Contingency contracting
with disadvantaged youths:Improving classroom performance.
Journal of Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough
kid book. Longmont, CO: Sopris West.
Carr & Durand, 1985
Lobitz. 1974
Description: This intervention relies on providing a
cue to students prior to inappropriate behavior.
Attendance
Check-In/Check-Out (Attendance)
Description: The student is assigned to an adult in the
school building with which the student can easily talk.
The student and adult meet at least twice daily to
check-in and make sure the student is having a
behaviorally good day.
Behavior Contract (Attendance)
Description: A behavior contract is a written
document between an instructor and student which
specifies: expected behaviors, positive and negative
consequences, and time frame of the contract with
review dates.










Attention
Seeking
Check-In/Check-Out (Behavior)
Description: The student is assigned to an adult in the
school building with which the student can easily talk.
The student and adult meet at least twice daily to
24
Mississippi Studies

Hawken, L. S. & Horner R. H., (2003) Implementing a
Targeted Group Intervention Within a School-Wide System of
Behavior Support. Journal of Behavioral Education, 12, 225240.
M arch, R. E. & Horner, R. H. (2002) Feasibility and
contributions of functional behavioral assessment in schools.
Journal of Emotional and Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., M eyer, G., & Horner, R. H. (2008).
The Effects of a Targeted Intervention to Reduce Problem
Behaviors: Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior
analysis procedures forteachers (4th ed.). Englewood Cliffs,
NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A
contracting book for children and their parents. Kalamazoo,
M I: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral
contracts: A case simulation practice manual. Champaign, IL:
Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982).
Efficacy of behavior contracting:Target behaviors, performance
criteria, and settings. Behavior Modification, 6, 499-518.
Kelly, M . L., & Stokes, T. F. (1982). Contingency contracting
with disadvantaged youths:Improving classroom performance.
Journal of Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough
kid book. Longmont, CO: Sopris West.
Hawken, L. S. & Horner R. H., (2003) Implementing a
Targeted Group Intervention Within a School-Wide System of
Behavior Support. Journal of Behavioral Education, 12, 225240.
RtI Progress
Monitoring Form
Appendix H
Attendance Calendar
Attendance Calendar
GPSD Behavior
Report Card

check-in and make sure the student is having a
behaviorally good day.


Behavior Contract
Description: A behavior contract is a written
document between an instructor and student which
specifies: expected behaviors, positive and negative
consequences, and time frame of the contract with
review dates.






Skill
Calculations:
Number Identification
Intervention
Folding-In Method
Description: The folding-in technique
can be used to teach and practice
factual information, such as sight
words in reading, basic math facts,
spelling of new words, and facts in
content areas. It is based on the
assumption that acquisition and
mastery of new material can be
achieved if the amount of known and
unknown material is carefully
controlled, as optimal learning occurs
when tasks are in a level that frequent
25
Mississippi Studies
M arch, R. E. & Horner, R. H. (2002) Feasibility and
contributions of functional behavioral assessment in schools.
Journal of Emotional and Behavioral Disorders, 10, 158-70.
Todd, A. W., Kaufman, A., M eyer, G., & Horner, R. H. (2008).
The Effects of a Targeted Intervention to Reduce Problem
Behaviors: Elementary School Implementation
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior
analysis procedures forteachers (4th ed.). Englewood Cliffs,
NJ: Prentice Hall.
Dardig, J. C., & Heward, W. L. (1976). Sign here: A
contracting book for children and their parents. Kalamazoo,
M I: Behaviordella.
DeRisi, W. J., & Butz, G. (1975). Writing behavioral
contracts: A case simulation practice manual. Champaign, IL:
Research Press.
Homme, L. (1976). How to use contingency contracting in the
classroom. Champaign, IL:Research Press.
Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982).
Efficacy of behavior contracting:Target behaviors, performance
criteria, and settings. Behavior Modification, 6, 499-518.
Kelly, M . L., & Stokes, T. F. (1982). Contingency contracting
with disadvantaged youths:Improving classroom performance.
Journal of Applied Behavior Analysis, 15, 447-454.
Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough
kid book. Longmont, CO: Sopris West.
Math Intervention Menu
Scientific Documentation


Shapiro, E.S. (1996). Academic Skills Problems
Workbook. The Guilford Press: New York.
Shapiro, (2004)
RtI Progress
Monitoring Form
Appendix G
Progress Monitoring Tool
Checklist of numbers on
flashcards. Only progress
monitoring on those numbers on
the flashcards.
success occurs. It also incorporates the
use of repetition to learn new tasks.

Siegler, R. S. (2009). Improving the numerical
understanding of children from low-income families.
Child Development Perspectives, 3(2), 118-124.
Interventioncentral.org CBM
Early Math Measures
A+ Computer Program

A+ Student Assignment Detail
Report
Description: The student will work on
the computer using A+ software to
build skills.

Ash, J. The Effectiveness of A+ Software on
Achievement of M athematics
Students in a High School Setting. Thesis, M iddle
Tennessee State University, 2001.
Brophy, J.E. “Synthesis of Research on Strategies for
M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987):
40-48.
Brown, F. Computer Assisted Instruction in
M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of
North Carolina at Chapel Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research
Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational
Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M . D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/0803/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
Fuchs, L. S., Powell, S. R., Seethaler, P. M ., Cirino, P.
T., Fletcher, J. M ., Fuchs, D., & Hamlett, C. L. (2009).
The effects of strategic counting instruction, with and
Great Number Line Race
Description: The student plays a
number-based board game to build
skills related to 'number sense',
including number identification,
counting, estimation skills, and ability
to visualize and access specific number
values using an internal number-line
(Siegler, 2009).


Double-Dosing
Description: This intervention
provides 30-45 minutes of extra
instruction on skills that have already
been taught in the Tier 1 classroom.
Calculations:
Operations
26
Mississippi Studies
Strategic Number Counting





Interventioncentral.org CBM
Early Math Measures
Interventioncentral.org CBM
Math Computation Measures
Description: The student is taught
explicit number counting strategies for
basic addition and subtraction. Those
skills are then practiced with a tutor.
A+ Computer Program
Description: The student will work on
the computer using A+ software to
build skills.
Interspersing Easy and Hard
Math Problems
Description: The student will be
provided practice opportunities to
solve known and new problems.
Practice, Practice, Practice
without deliberate practice, on number combination
skill among students with mathematics difficulties.
Learning and Individual Differences 20(2), 89-100.

Ash, J. The Effectiveness of A+ Software on
Achievement of M athematics
Students in a High School Setting. Thesis, M iddle
Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for
M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987):
40-48.

Brown, F. Computer Assisted Instruction in
M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of
North Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research
Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational
Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf
 Hawkins, J., Skinner, C. H., & Oliver, R. (2005).
The effects of task demands and additive interspersal
ratios on fifth-grade students' mathematics accuracy.
School Psychology Review, 34, 543-555.
A+ Student Assignment Detail
Report

Stein, Kinder, Silbert, and Carnine (2006).
Interventioncentral.org CBM
Math Computation Measures

Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M . D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/0803/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
Interventioncentral.org CBM
Math Computation Measures
Interventioncentral.org CBM
Math Computation Measures
Description: This intervention will
help students develop accuracy with
basic computation skills.
Double-Dosing
Description: This intervention
provides 30-45 minutes of extra
instruction on skills that have already
been taught in the Tier 1 classroom.


27
Mississippi Studies
Calculations:
Fact Recall/Fluency
Folding-In Method
Description: The folding-in technique
can be used to teach and practice
factual information, such as sight
words in reading, basic math facts,
spelling of new words, and facts in
content areas. It is based on the
assumption that acquisition and
mastery of new material can be
achieved if the amount of known and
unknown material is carefully
controlled, as optimal learning occurs
when tasks are in a level that frequent
success occurs. It also incorporates the
use of repetition to learn new tasks.


 Rathovan, Natalie (1999). Effective School
Interventions. Guilford Press: New York, NY.
Cover, Copy, and Compare (Tier
2 only)
Checklist of math facts on
flashcards (+,-,x, /) Only
progress monitoring on those
facts on the flashcards.
Interventioncentral.org CBM
Math Computation Measures
 Lee, M .J., & Tingstrom, D.H. (1994). A group math
intervention: The modification of cover,
copy, and compare for
group application.
Psychology in the Schools, 31, 133-145.
Description: Students learn a five-step
procedure that gives them increased
opportunities to respond to
mathematics material and self-evaluate
their responses. Cover, Copy, and
Compare is an efficient strategy for
increasing accuracy and speed in basic
math facts, requires little student
training or teaching time, and can be
used with individuals, small groups, or
entire classes.
Timed Practice, Practice,
Practice
Shapiro, E.S. (1996). Academic Skills Problems
Workbook. The Guilford Press: New York.
Shapiro, (2004)
 Skinner, C.H., Turco, T.L., Beatty, K.L., & Rasavage,
C. (1989). Cover, copy, and compare: A
method for increasing multiplication performance.
School Psychology Review, 18, 412-420.

National M athematics Advisory Panel (2008).
Interventioncentral.org CBM
Math Computation Measures
Hawkins, J., Skinner, C. H., & Oliver, R. (2005).
The effects of task demands and additive interspersal
ratios on fifth-grade students' mathematics accuracy.
School Psychology Review, 34, 543-555.
Interventioncentral.org CBM
Math Computation Measures
Description: Students will work in a
small group to build fluency with basic
computation skills.
Interspersing Easy and Hard
Math Problems
28
Mississippi Studies

Description: The student will be
provided practice opportunities to
solve known and new problems.
Double-Dosing
Description: This intervention
provides 30-45 minutes of extra
instruction on skills that have already
been taught in the Tier 1 classroom.
Problem Solving
(Word Problems):
Vocabulary
Have You Ever?
Description: This intervention
provides 30-45 minutes of extra
instruction on skills that have already
been taught in the Tier 1 classroom.
Math Problem-Solving:
Combining Cognitive and
Metacognitive Strategies
Description: The strategies in this
intervention combine both cognitive
and M etacognitive elements. First, the
student is taught a 7-step process for
attacking a math word problem.
Second. The instructor trains the
student to use a three-part self-
29
Mississippi Studies



Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M . D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/0803/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
Beck, M cKeown, Kucan (2002).
Description: Students will practice
new math vocabulary words by tying
them to personal experiences.
Double-Dosing
Problem Solving
(Word Problems):
Cognitive Strategies


Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M . D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.

Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/0803/dose.asp.

Nomi, T. & Allensworth, E. M . 2008.

Burns, M . K., VanDerHeyden, A. M ., & Boice, C. H.
(2008). Best practices in intensive academic
interventions. In A. Thomas & J. Grimes (Eds.), Best
practices in school psychology V (pp.1151-1162).
Bethesda, M D: National Association of School
Psychologists.
 M ontague, M . (1992). The effects of cognitive and
metacognitive strategy instruction on the mathematical
problem solving of middle school students with
learning disabilities. Journal of Learning Disabilities,
25, 230-248.
 M ontague, M ., & Dietz, S. (2009). Evaluating the
evidence base for cognitive strategy instruction and
Interventioncentral.org CBM
Math Computation Measures
Checklist of vocabulary words
worked on (see written protocol
for details)
Checklist of vocabulary words
worked on (see written protocol
for details)
Word Problems (2-3) as chosen
by Interventionist
coaching routine for each of the seven
problem-solving steps.
Problem Solving
(Word Problems):
Cognitive Strategies
STAR Method
mathematical problem solving. Exceptional Children,
75, 285-302.


M accini & Hughes, 2000
M accini & Ruhl, 2000
Word Problems (2-3) as chosen
by Interventionist

Simmons, D. C., Kameenui, E. J., Harn, B. A.,
Edwards, L. L., Coyne, M . D., Thomas-Beck, C., et al.
(2002). The effects of instructional emphasis and
specificity on early reading and vocabulary
development of kindergarten children. University of
Oregon.
Paglin, C. (2003). Bethel school districts intensive
reading program adds beefed-up instruction for at-risk
readers from day one. Retrieved December 15, 2003
from http://www.nwrel.org/nwedu/0803/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
Word Problems (2-3) as chosen
by Interventionist
Description: This strategy is a simpler
version of the Cognitive and
M etacognitive Strategy above. If
students need slight support for this
skill, use this intervention. If the
student needs strong support, use the
above intervention.
Double-Dosing
Description: This intervention
provides 30-45 minutes of extra
instruction on skills that have already
been taught in the Tier 1 classroom.


Skill
Letter
Identification
Say It, Find It, Place It
Description: This
intervention helps students
learn letter identification by
sight.
30
Reading Intervention Menu
Scientific Documentation
Intervention
Mississippi Studies

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:
Author, All rights reserved. 1-713-664-7676. www.neuhaus.org
Progress Monitoring
Tool
DIBELS Letter
Identification Fluency
What Letter?

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:
Author, All rights reserved. 1-713-664-7676. www.neuhaus.org
DIBELS Letter
Identification Fluency

Shapiro, E.S. (1996). Academic Skills Problems Workbook. The Guilford Press:
New York.
Shapiro, (2004)
Checklist of letters on
flashcards. Only
progress monitoring
on those letters on the
flashcards.
Ash, J. The Effectiveness of A+ Software on Achievement of M athematics
Students in a High School Setting. Thesis, M iddle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
A+ Student
Assignment Detail
Report
Description: This
intervention helps students
identify letters by touch.
Folding-In Method
Description: The folding-in
technique can be used to
teach and practice factual
information, such as sight
words in reading, basic math
facts, spelling of new words,
and facts in content areas. It
is based on the assumption
that acquisition and mastery
of new material can be
achieved if the amount of
known and unknown material
is carefully controlled, as
optimal learning occurs when
tasks are in a level that
frequent success occurs. It
also incorporates the use of
repetition to learn new tasks.

A+ Computer Program

Description: The student will
work on the computer using
A+ software to build skills.



Double-Dosing
31
Mississippi Studies

http://www.amered.com/docs/research_basis_als.pdf

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
DIBELS Letter
Identification Fluency
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Lively Letters






STAR Reading
Interventions
Phonemic
Awareness
Matching Pictures
Description: Students work
through pictures to identify
pairs that rhyme.
















32
Mississippi Studies
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, M A, 19901996
Reading with TLC Pilot Study in Pittsburg, M A, 1999-2000
Study of Lively Letters using RtI M odel in York County, M E, 2006-2008
Lively Letters using RtI M odel – High ELL Population in Las Vegas, NV, 20082009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:
An intervention programme for children at risk for reading disorder. University of
Canterbury.
Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
M edina: WA.
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.
Johnson, K. L., & Roseman, B. A. (2003). The source for phonological
awareness. East M oline, IL: Linguisystems, Inc.)
Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –
Fall (CD).
Kusak, L. (2005). Building an outstanding kindergarten literacy program:
Practical ideas for accelerating the success of emergent readers and writers.
Bureau of Education & Research: Bellevue, WA)
M cCracken & M cCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press
M icrosoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.
Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
M oline, IL:Linguisystems, Inc.)
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau
Claire, WI:Thinking Publications.
Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from
www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf
DIBELS Letter
Identification Fluency
STAR Reading
Progress Monitoring
Rhyme Awareness
Checklist
Beanbag Toss
Description: This
intervention provides
movement as students
generate rhyming words.













Sorting Mail
Description: This
intervention has students
sorting pictures by target
sounds.








33
Mississippi Studies
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:
An intervention programme for children at risk for reading disorder. University of
Canterbury.
Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
M edina: WA.
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.
Johnson, K. L., & Roseman, B. A. (2003). The source for phonological
awareness. East M oline, IL: Linguisystems, Inc.)
Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –
Fall (CD).
Kusak, L. (2005). Building an outstanding kindergarten literacy program:
Practical ideas for accelerating the success of emergent readers and writers.
Bureau of Education & Research: Bellevue, WA)
M cCracken & M cCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press
M icrosoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.
Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
M oline, IL:Linguisystems, Inc.)
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau
Claire, WI:Thinking Publications.
Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from
www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf
Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and
phonological awareness. Carson-Dellosa Publishing Co.
Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:
An intervention programme for children at risk for reading disorder. University of
Canterbury.
Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford
Press:New York.
Highnam, D. (2006). Practical strategies to help speech-language pathologists
better meet student needs (grades K-12). Institute for Educational Development.
M edina: WA.
Highnam, D. (2008). Phonological awareness activities. Panel presentation for
NSSLHA.
Johnson, K. L., & Roseman, B. A. (2003). The source for phonological
awareness. East M oline, IL: Linguisystems, Inc.)
Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –
Fall (CD).
Rhyme Awareness
Checklist
DIBELS Phoneme
Segmentation Fluency








Say It and Move It
Description: This
intervention helps students
identify individual phonemes
in words.


A+ Computer Program

Description: The student will
work on the computer using
A+ software to build skills.



Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Lively Letters








34
Mississippi Studies
Kusak, L. (2005). Building an outstanding kindergarten literacy program:
Practical ideas for accelerating the success of emergent readers and writers.
Bureau of Education & Research: Bellevue, WA)
M cCracken & M cCracken (1986). Stories, songs and poetry to teach reading and
writing. Teachers College Press
M icrosoft Office Online, Clipart. Retrieved December 10, 2008, from
http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.
Robertson, C., & Salter, W. (1998). Take home phonological awareness. East
M oline, IL:Linguisystems, Inc.)
Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau
Claire, WI:Thinking Publications.
Virginia Department of Education. (1998). Ideas and activities for developing
phonological awareness skills. Retrieved from
www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf
Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M . (2000).
Road to the code: A phonological awareness program for young children.
Baltimore: Brookes
Neuhaus Education Center (1992).
Reading readiness.Bellaire, TX: Author. All rights reserved. 1-713-664-7676.
www.neuhaus.org
DIBELS Phoneme
Segmentation Fluency
Ash, J. The Effectiveness of A+ Software on Achievement of M athematics
Students in a High School Setting. Thesis, M iddle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
A+ Student
Assignment Detail
Report
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, M A, 19901996
Reading with TLC Pilot Study in Pittsburg, M A, 1999-2000
Study of Lively Letters using RtI M odel in York County, M E, 2006-2008
Lively Letters using RtI M odel – High ELL Population in Las Vegas, NV, 20082009
DIBELS Phoneme
Segmentation Fluency
DIBELS Phoneme
Segmentation Fluency
STAR Reading
Interventions
Phonics



Letter Cube Blending
Description: The Letter Cube
Blending intervention targets
alphabetic (phonics) skills.
The student is given three
cubes with assorted
consonants and vowels
appearing on their sides. The
student rolls the cubes and
records the resulting letter
combinations on a recording
sheet. The student then judges
whether each resulting ‘word’
composed from the letters
randomly appearing on the
blocks is a real word or a
nonsense word. The
intervention can be used with
one student or a group.
Say It Faster/Move It
Closer
Description: Students work
with individual letters to
make sounds and words.
35




Onsets and Rimes

Description: Students
manipulate letter tiles to
make words.


Tapping Out

Description: This
intervention helps tactile


Mississippi Studies

Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Fuchs, L. S., Powell, S. R., Seethaler, P. M ., Cirino, P. T., Fletcher, J. M ., Fuchs,
D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and
without deliberate practice, on number combination skill among students with
mathematics difficulties. Learning and Individual Differences 20(2), 89-100.
STAR Reading
Progress Monitoring
Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct
instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes
Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.
Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct
instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes
Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.
DIBELS
Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct
instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.
J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).
Baltimore: Brookes
DIBELS
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Nonsense Word
Fluency (NWF)
Instructional Level
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Nonsense Word Fluency
(NWF) Instructional
Level
learners separate beginning,
medial, and ending sounds.

A+ Computer Program

Description: The student will
work on the computer using
A+ software to build skills.



Elkonin Boxes


Description: This
intervention helps with lettersound correspondence.
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Lively Letters







Fluency
STAR Reading
Interventions

Partner Reading (Tier 2
only)

Description: Partner reading
involves pairing students to
practice rereading texts.
Partner Reading increases the
36
Mississippi Studies


Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to
successful reading. Intervention in School and Clinic, 34(5), 271-277.
Ash, J. The Effectiveness of A+ Software on Achievement of M athematics
Students in a High School Setting. Thesis, M iddle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M . (2000).
Road to the code: A phonological awareness program for young children.
Baltimore: Brookes
A+ Student
Assignment Detail
Report
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
DIBELS
Initial Lively Letters Pilot Study in Boston Public Schools – Boston, M A, 19901996
Reading with TLC Pilot Study in Pittsburg, M A, 1999-2000
Study of Lively Letters using RtI M odel in York County, M E, 2006-2008
Lively Letters using RtI M odel – High ELL Population in Las Vegas, NV, 20082009
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Texas Center for Reading and Language Arts. Essential reading strategies for the
struggling reader: Activities for an accelerated reading program (Expanded ed.).
Austin, TX:Texas Education Agency.
Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students
with learning and behavior problems (5th ed.) Boston: Allyn and Bacon; Fuchs, D. ,
Fuchs, L. S., M athes, P. G., & Simmons, D. C. (1997) Peer-assisted learning
strategies: M aking classrooms more responsive to diversity.
DIBELS
Nonsense Word Fluency
(NWF) Instructional
Level
Nonsense Word Fluency
(NWF) Instructional
Level
STAR Reading
Progress Monitoring
DIBELS
Oral Reading Fluency
(ORF) Instructional
Level
amount of time students are
reading and increases fluency.

American Educational Research Journal, 34(1), 174-206; M astropieri, M . A.,
Leinart, A., & Scruggs, T. E. (1999). Strategies to increase reading fluency.
Intervention in School and Clinic, 34(5), 278-283.

Tape Assisted Reading
Description: Tape assisted
reading is an individual or
group reading activity where
students read along in their
books as they hear a fluent
reader read the book on an
audiotape. As confidence and
reading skills develop,
students read the same
passage or text without the
assistance of the tape.

Texas Reading Initiative. (2007). Fluency:
and Student Activities.
Timed Repeated
Readings

Council for Exceptional Children, the Division for Learning Disabilities (DLD)
and the Division for Research (DR). Fluency Instruction (139KB PDF)*.
Dowhower, S. (1989) Repeated reading: Research into practice. The Reading
Teacher, 42(7), 502-507.
Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment
and Instruction: What, Why, and How?. The Reading Teacher, 58(8), 702-714.
Johns, J. & Berglund, R. (2002). Fluency: Question, answers, evidence-based
strategies. Dubuque, IO: Kendall/Hunt Publishing Company.
Kuhn, M . (2004). Helping students become accurate, expressive readers: Fluency
instruction for small groups. The Reading Teacher, 58(4), 338-344.
M urray, B. (1999). Two Methods for Developing Fluency.
Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word
recognition, fluency, and comprehension. New York, NY: Scholastic Professional
Books.
Samuels, S. J. (2002). Reading fluency: It's development and assessment. In
Farstrup, A. & Samuels, S. (Ed.). What research has to say about reading
instruction (pp. 166-183). Newark, Delaware: International Reading Association.
Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher,
50(5), 376-381.
Vaca, R. & Vaca, J. (1999). Content area reading: Literacy and learning across
the curriculum, 6th edition. New York, NY: Logman.


Description: Timed repeated
readings are an instructional
practice for monitoring
students' fluency
development. Repeated
readings, under timed
conditions, of familiar
instructional level text can
increase students' reading
speed which can improve
comprehension.







Double-Dosing
Description: This
intervention provides 30-45
37
Armbruster,B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research
Building Blocks for Teaching Children to Read. Center for the Improvement of
Early Reading Achievement (CIERA).
http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html
Mississippi Studies

DIBELS
Oral Reading Fluency
(ORF) Instructional
Level
Instructional Guidelines
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
DIBELS
Oral Reading Fluency
(ORF) Instructional
Level
DIBELS
Oral Reading Fluency
(ORF) Instructional
Level
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.

Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.

Error Correction
STAR Reading
Interventions

Word Supply


Nomi, T. & Allensworth, E. M . 2008.
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
STAR Reading
Progress Monitoring
Singh, N.N. (1990). Effects of two error-correction procedures on oral reading
errors:Word supply versus sentence repeat. Behavior Modification, 14, 188-199.
DIBELS
Singh, N.N. (1990). Effects of two error-correction procedures on oral reading
errors. Word supply versus sentence repeat. Behavior Modification, 14, 188-199.
DIBELS
Haring, N.G., Lovitt, T.C., Eaton, M .D., & Hansen, C.L. (1978). The fourth R:
Research in the classroom. Columbus, OH: Charles E. M errill Publishing
DIBELS
Description: When the
student commits a reading
error (e.g.,
substitution, omission, 5second hesitation),
immediately pronounce the
correct word for
the student, have the student
repeat the word correctly, and
then direct the student to
continue reading.
Sentence Repeat

Directions: When the student
commits a reading error (e.g.,
substitution, omission,
5-second hesitation),
immediately pronounce the
correct word for the student
and have student repeat the
word correctly. The student
will then reread the entire
sentence.
‘Word Attack’ Hierarchy
Directions: In this approach,
the instructor prompts the
student to apply a hierarchy
of word-attack skills
whenever the student
misreads a word.
38
Mississippi Studies

Oral Reading Fluency
(ORF) Instructional
Level
Oral Reading Fluency
(ORF) Instructional
Level
Oral Reading Fluency
(ORF) Instructional
Level
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
Comprehension



STAR Reading
Interventions

A+ Computer Program

Description: The student will
work on the computer using
A+ software to build skills.




Click or Clunk?
Description: Students
periodically check their
understanding of sentences,
paragraphs, and pages of text
as they read.
Concept Maps




Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
DIBELS
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
Ash, J. The Effectiveness of A+ Software on Achievement of M athematics
Students in a High School Setting. Thesis, M iddle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.
http://www.amered.com/docs/research_basis_als.pdf
Anderson, T. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce,
& W. F. Brewer (Eds.) Theoretical Issues in Reading Comprehension, Hillsdale,
NJ: Lawrence Erlbaum Associates.
Babbs, P. J. (1984). M onitoring cards help improve comprehension. The Reading
Teacher, 38(2), 200-2
STAR Reading
Progress Monitoring
Birbili, M . (2007). Mapping
Knowledge: Concept Maps in Early
Childhood Education.

Description: A concept map
is a visual organizer that can
enrich students' understanding
of a new concept. Using a
graphic organizer, students
think about the concept in
several ways. M ost concept
map organizers engage
students in answering
questions such as, "What is
39
Mississippi Studies


Retrieved November 4, 2008.
Council for Exceptional Children, the Division for Learning Disabilities (DLD)
and the Division for Research (DR). Graphic Organizers: Power Tools
for Teaching Students with Learning Disabilities
(528K PDF)*.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association of Supervisors of Curriculum Development.
Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept
maps as facilitative tools in schools and corporations. M ahwah, NJ: Erlbaum.
Oral Reading Fluency
(ORF) Instructional
Level
A+ Student
Assignment Detail
Report
DIBELS
Oral Reading Fluency
(ORF)
Instructional Level
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
it? What is it like? What are
some examples?" Concept
maps deepen understanding
and comprehension.

Noyd, Robert. (1998). A primer
7(1). Retrieved November 5, 2008.
Semantic Feature
Analysis


AdLit.org. Semantic Feature Analysis.
Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive
strategy for vocabulary development text comprehension. Journal of Reading, 29,
610-617.
Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner:
Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.
Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:
Holt, Rinehart and Winston.
Richardson, Judy S., and Raymond F. M organ. (1999). Reading to Learn in the
Content Areas. Belmont, CA: Wadsworth Publishing Company.
Smith, C. (1997). Vocabulary Instruction for Reading

Description: The semantic
feature analysis strategy uses
a grid to help kids explore
how sets of things are related
to one another. By completing
and analyzing the grid,
students are able to see
connections, make predictions
and master important
concepts. This strategy
enhances comprehension and
vocabulary skills.
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
STAR Reading
Interventions
Vocabulary
Concept Maps



40
Mississippi Studies
USAFA Educator,
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Comprehension.


Texas Education Agency. (2002). Teaching
Concepts.
Word Meanings as
Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.





Birbili, M . (2007). Mapping
Knowledge: Concept Maps in Early
Childhood Education.
Retrieved November 4, 2008.
Council for Exceptional Children, the Division for Learning Disabilities (DLD)
and the Division for Research (DR). Graphic
Organizers: Power Tools
for Teaching Students with Learning Disabilities (528K PDF)*.

Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Nomi, T. & Allensworth, E. M . 2008.
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning

Description: A concept map
is a visual organizer that can
enrich students' understanding
of a new concept. Using a
graphic organizer, students
on concept maps.
Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:
Association of Supervisors of Curriculum Development.
STAR Reading
Progress Monitoring
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)

think about the concept in
several ways. M ost concept
map organizers engage
students in answering
questions such as, "What is
it? What is it like? What are
some examples?" Concept
maps deepen understanding
and comprehension.

A+ Computer Program

Description: The student will
work on the computer using
A+ software to build skills.

Ash, J. The Effectiveness of A+ Software on Achievement of M athematics
Students in a High School Setting. Thesis, M iddle Tennessee State University,
2001.
Brophy, J.E. “Synthesis of Research on Strategies for M otivating Students to
Learn.” Educational Leadership 45/2 (October 1987): 40-48.
Brown, F. Computer Assisted Instruction in M athematics Can Improve Students’
Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel
Hill, 2000 (ED443688).
Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.
Portland, OR: Northwest Regional Educational Laboratory 1995.



Semantic Feature
Analysis
Description: The semantic
feature analysis strategy uses
a grid to help kids explore
how sets of things are related
to one another. By completing
and analyzing the grid,
students are able to see
connections, make predictions
and master important
concepts. This strategy
enhances comprehension and
vocabulary skills.
41
Mississippi Studies
Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept
maps as facilitative tools in schools and corporations. M ahwah, NJ: Erlbaum.
Noyd, Robert. (1998). A primer on concept maps. USAFA Educator,
7(1). Retrieved November 5, 2008.
A+ Student
Assignment Detail
Report
http://www.amered.com/docs/research_basis_als.pdf






AdLit.org. Semantic Feature Analysis.
Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive
strategy for vocabulary development text comprehension. Journal of Reading, 29,
610-617.
Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner:
Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.
Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:
Holt, Rinehart and Winston.
Richardson, Judy S., and Raymond F. M organ. (1999). Reading to Learn in the
Content Areas. Belmont, CA: Wadsworth Publishing Company.
Smith, C. (1997). Vocabulary Instruction for Reading
Comprehension.

Texas Education Agency. (2002). Teaching
Concepts.
Word Meanings as
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Double-Dosing
Description: This
intervention provides 30-45
minutes of extra instruction
on skills that have already
been taught in the Tier 1
classroom.
STAR Reading
Interventions
42
Mississippi Studies





Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M . D.,
Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and
specificity on early reading and vocabulary development of kindergarten children.
University of Oregon.
Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up
instruction for at-risk readers from day one. Retrieved December 15, 2003 from
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M . 2008.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
Renaissance Learning. (2014). The Research Foundation for STAR Assessments:
The Science of STAR. Renaissance Learning.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
STAR Reading
Progress Monitoring