Select Tier 2 literacy interventions by weighing ESSA evidence ratings, cost, feasibility, and use of the supplemental matrix for homegrown designs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that the CNMI PSS's selection of an intervention will likely depend on several factors: ESSA evidence ratings (including targeted skills such as reading fluency and grade-level fit, e.g., Reading Recovery in grade 1 followed by Literacy First in grade 2), cost of the intervention under resource constraints, feasibility of implementation, and use of the supplemental matrix to identify instructional strategies for a homegrown intervention if no branded intervention is feasible to adopt.

Design Implications¶

Context¶

Requirements¶

• Selection should consider whether the instructional strategies are compatible with the CNMI PSS—culturally relevant, politically feasible, and sufficiently flexible—to ensure the intervention can be tailored while retaining fidelity

Constraints¶

• The individual strategies should not be considered evidence-based since the ESSA evidence ratings were synthesized at the intervention level

Target Learners¶

• Students in grades K–3 in the CNMI Public School System identified for Tier 2 services

Target Learning Goals¶

• Improving literacy skills toward grade 3 students reading at or above grade level

Related Strategies¶

• Supplemental Matrix Tier2 Intervention Strategies
• Response To Intervention
• Multi-Tiered System of Supports (MTSS)

Examples¶

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Key Sources¶

• Porowski, A., Tamang, S., Westall, J., Brown, K., & Bogia, M. (2024). Evidence and gap map of Tier 2 literacy interventions for grades K–3 in the Commonwealth of the Northern Mariana Islands (REL 2025–007). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific. https://ies.ed.gov/use-work/resource-library/reports/