MTSS provides a framework for data-based decision making, and is the system through which Greenville Central School District ensures that instruction is matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards.

Response to Intervention (RtI), is a model within MTSS that uses data-driven problem-solving and incorporates system-level change to address both the academic and non-academic needs of all students. It emphasizes high quality instruction at all levels. This model provides a comprehensive framework for how and when to administer support, and allows for the tools and time to implement such strategies. 




  • Parental Action: parents are an integral part of our district’s response to intervention model. At each stage of your child’s education, teachers and staff want to provide the best support to provide them with the confidence, tools and resources they will need to succeed. Written notification to parents when the student requires an intervention beyond what is provided to all students in the general education classroom is provided through letters that are mailed home, as well as an update each quarter to share student progress.

    • To learn more about the RTI (response to intervention) model, visit this website:

  • Professional Development: Effective implementation of a data-based decision making process like RtI requires specific sets of skills and knowledge that are central to the different roles and responsibilities of teachers and other school personnel involved in the process. Greenville provides professional development and continued support to teachers for curriculum and instruction implementation.

  • Teamwork: Teachers and administrators work together to look at the needs of our students. Determining the instructional needs of students is a collaborative process that occurs frequently throughout the school year. We take into consideration student learning styles, academic acheivement, attendance, behavioral support and past interventions to determine the type of support a student requires.

  • SEL -Social emotional learning goes hand in hand with academics. Research suggests that student learning benchmarks (or standards) may increase the likelihood that students will be fully and authentically engaged in their own social and emotional  learning, be more connected to school, and become more empowered learners. (

    Greenville uses a strength-based screener through a a program called Aperture. To find out more, you can read the attached letter

  • Educational Programming: our curriculum goal at Greenville is to ensure that students will in engage in relevant and challenging learning that will motivate them to be collaborative, creative and inquisitive learners. (DCIP 23-24).

  • Academic Intervention Services: Greenville considers multiple measures of student performance in deciding whether a student receives additional academic support service, such as developmental reading assessments, screening and diagnostic measures through IReady as well as formative assessments in the classroom.


Literacy Interventions

Reading Domain

Skill Objective



First Sound Isolation

Students will recognize and match initial sounds in words.

Lesson Plan


Phoneme Segmentation

Students will learn to segment words into individual phonemes (sounds).

Lesson Plan


Blending Phonemes

Students will practice blending phonemes into words. 

Lesson Plan

Syllable Isolation

Students will identify syllables in words.

Lesson Plan


Change one letter


Students will use their knowledge of letter–sound correspondence and awareness of phonological sound placement to write and change words. 

Lesson Plan

Lesson Plan

Read and Write Words with Consonant Blends

Students will learn to read and write words with consonant blends.

Lesson Plan

Read and Write Words with Short Vowel Patterns

Students will distinguish between long “e” and short “e” sounds and vowel patterns and will sort them accordingly.

Lesson Plan

Lesson Plan


The students will match onsets and rimes to form new words.

Lesson Plan


Connecting Vocabulary Words with Larger Concepts

Students will identify and sort common objects into categories.

Lesson Plan

Gr.6-12 Word Knowledge Lesson Plan

Understanding the meaning of vocabulary words within a story or text

Students will identify the meaning and use of unknown words

Lesson Plan

Gr. 6-12 Lesson Plan

Determining the meaning of an unfamiliar word using knowledge of base words and affixes.

Students will determine the meaning of an unfamiliar word using knowledge of base words and affixes.

Grade 2 Lesson Plan

Grade 3 Lesson Plan

Using Context clues to understand unfamiliar words.

Students will determine the meaning of multiple-meaning words in context.

Elementary Lesson Plan

Middle School Lesson Plan

More resources coming soon! Questions? Please contact Melissa Macalusso, K-12 Principal at