This resource provides an example of how standards-aligned instruction for reading comprehension can be taught across the continuum of the MTSS framework.

This resource provides an example of how standards-aligned instruction for vocabulary can be taught across the continuum of the MTSS framework.

This resource explains the different roles and responsibilities of implementation team leaders as well as how they evolve through phases of intervention and implementation.

Hear a principal and teacher describe how their school has implemented a coherent approach to writing instruction. The principal ensures high-quality writing instruction by visiting classrooms every week during dedicated all-school writing time.

The National Center on Improving Literacy created this infographic, "The Science of Reading: the Basics" to help distinguish between what the Science of Reading is and is not.

Amplify presents Dr. Karen Venditti and Megan Molbert in conversation about bringing the Science of Reading into K-8 Tier 1 literacy instruction. They discuss implementation, deimplementation, and roadblocks. They explain what a knowledge rich curriculum is and proceed to define the pillars of the National Reading Panel's 2000 Report. Key instructional practices are shared within the webinar.

The self-study guide, produced by IES Regional Educational Laboratory Southeast, is a tool to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for students in grades K-2. This guide is designed to promote reflection about current strengths and challenges in planning for the implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This self-study guide provides a template for data collection and guiding questions for discussion.

This factsheet from International Dyslexia Association defines the content, principles, and methods of structured literacy instruction. Evidence is strong that the majority of students learn to read better with structured teaching of basic language skills, and that the components and methods of Structured Literacy are critical for students with reading difficulties.

Dr. Ellen B. Mandinach discusses the importance of providing professional development to help teachers learn how to use data. She emphasizes the need for the professional development to be aligned with the school's goals and needs. The professional development should be timely and ongoing.

This REL West video walks viewers through a 3-step routine for teaching academic vocabulary to young students.

The following list has been reviewed and vetted to determine if the curricular program meets or does not meet the requirements set forth in SB 127 (2022). The review committee was only able to dive into programs that were submitted for review. The committee plans to run another review in the spring to add more programs to this list. These programs were reviewed using the Science of Reading Evidence-Informed Core Criteria Checklist. In addition, intervention programs were also reviewed using Utah’s Critical Features of Tiered Literacy Interventions document. Please note, this is not an exhaustive list and curricular programs will continue to be added as they are reviewed.