Based on the principles of Structured Literacy and Orton-Gillingham, 95 RAP is delivered by trained teachers and is intended for students with dyslexia and those who have been intervention resistant with other protocols. It is designed as an intensive intervention consisting of small-group (4:1 student-teacher ratio) pull-out sessions of 45 minutes that supplement core instruction. 95 RAP lessons include oral drills, phonological awareness, word attack, fluency, vocabulary, comprehension, and spelling.

95 RAP applies a rapid-paced multisensory approach to structured reading instruction by engaging all of a student’s senses and addressing their individual needs based on their diagnostic assessment data and the teacher’s judgment.

The entire curriculum utilizes technology that is loaded into the 95 RAP App, along with branching rules and placement criteria; however, the program offers an editing tool that allows teachers the necessary autonomy to utilize their training and expertise to support the different needs of each student’s needs.

The 45-minute session (30-minute minimum), implemented 4-5 times per week, moves at a rapid pace, with direct instruction seamlessly integrated in between student responses, helping students maintain focus and attention while learning. Students track their own goals and progress and celebrate their success and that of their peers, supporting student agency and confidence.

All of the student materials needed for the lesson word lists, decodable texts, comprehension questions, and vocabulary tables are located within the 95 RAP App. The platform for developing individual oral drill questions for review and the prompts needed for phonemic awareness are found on the teacher's device.

FEATURES
Instruction is delivered in small groups, but the content is individualized, based on pre-assessment and daily progress monitoring, which enables the benefits of 1:1 instruction in a 4:1 context. Unlike other small group interventions, students do not have to be grouped such that they are performing at the same level or progressing at the same pace as each other. Additionally, individual students may be working at different levels within the 95RAP components. As a result, time is spent rendering instruction only to the targeted need of each specifics student, for each specific skill.

95 RAP instruction embraces the core tenets of structured literacy while supporting the teacher to deliver one on one instruction in the small group setting. Leveraging the power of the individualized instruction model of Orton-Gillingham, daily lessons are explicit, systematic, diagnostic, cumulative, and multisensory. The 95 RAP app supports teacher-led instruction for each student, but never replaces the teacher by providing any instruction.

Explicit - Using an individualized, diagnostic, prescriptive approach, an experienced 95 RAP instructor analyzes tasks and breaks information down into small manageable units so students are confident and successful in their learning. Teachers utilize the I do, we do, you do model for delivering individual micro-burst lessons to each student on their necessary content or skill. Every student works on their skills with the teacher progressing at their own pace after receiving individual instruction. Students receive a high level of specific feedback, both positive and corrective; error corrections are focused, specific, and efficient, allowing students many opportunities to practice targeted skills. Teacher talk is kept to a minimum so students can increase skill competence while engaging in the multimodal technique of seeing, hearing, saying, and doing.

Systematic and Sequential - Students systematically advance through the skills sequence at their pace based on their diagnostic. The 95 RAP schedule remains stable from day to day. Routines and procedures are explicitly taught and practiced, and expectations are clear and reasonable. Individual progress on the content is tracked and students are measured daily on their progress towards mastery criteria on every skill on the sequence. Once mastered, skills are placed in the review cycle for each student in the digital app which pulls them forward into the instruction for periodic review.

Cumulative - All skills on the Word Attack and Spelling scope and sequence are introduced first in isolation, then applied in a word, then in connected text. The skills are bundled at the conclusion of a cluster so that students are pushed to contrast the various skills to a closely related skill. For example, students read and master words with short a, then move to words with short i, then move into words with short a or short i. This cycle continues in isolation then clustered approach through all skills in word attack and spelling.

Teachers use the instructional app to house the tracking tools and student materials which make 95 RAPs unique because of the ability to deliver the following:
Learning is mastery-based. Students do not progress until they have individually demonstrated mastery of discrete skills in each component. Correct responses are required three days in a row, and then three Mondays in a row, before moving to review, ensuring learning is moved into long-term memory. The mastery and movement to the next skill all occur on the individual student level. Students within one small group may be all working on different skills at different levels. Individual progress towards mastery is tracked daily by algorithms embedded in the app that also provide hundreds of prompts for teachers throughout the program to support data-driven instructional decision-making.

Technology supports efficient, actionable data collection and visualization. Teachers record each student's responses throughout each lesson, and both students and teachers see their response history and progress to mastery and goals in real-time. Students can track their own goals and celebrate their successes. Student progress and implementation data (i.e., attendance, instructional time, skills mastered or skipped) are also synthesized into reports for teachers, administrators, and parents.

A structured, standardized program also allows for teacher judgment and flexibility. The program algorithms and prompts lead the teacher and student through mastery of the standard scope and sequence, but the program is not rigid or scripted. Teachers can skip questions or skills, create their drill questions and vocabulary lists, develop their mini-lessons, and prioritize ?me spent on different program components to make the most of available ?me and meet the specific needs of individual students.

Consistent teacher-delivered intervention and daily data collection whether teaching in-person or remotely. The 95 RAP app can be used to support teacher-led instruction in a classroom using wireless connectivity or remotely over the internet. The app houses the algorithms and branching rules, tracking capacity of student responses, and all instructional content and materials - all of which can be accessed from anywhere with internet connectivity. As long as the teacher and student have access to a digital device and the internet, technology-enabled, synchronous instruction and data capture are possible, ensuring consistency of delivery whether schools are operating in-person or virtually.

ASSESSMENT
A detailed initial assessment identifies each child’s skill gaps and allows the teacher to tailor instruction for each student in a group size of no more than five students. As a result, time is not wasted on skills students have already mastered, rendering the instruction more efficient and more targeted to each student’s specific needs. The app is designed to pinpoint the skills that are needed and to move students through the sequence individually based on just the non-mastered skills. This approach to the use of diagnostic assessment saves instructional time for students so that they are not working on skills they have already mastered, a crucial need for students in Tier 3.

The embedded diagnostic and formative assessment structure supports efficient and accurate student placement and progress monitoring. For the student application, assessment and instruction appear the same and are embedded into classroom routines. Diagnostic assessment happens at the beginning of each school year, beginning instruction for each student just below their ceiling on each skill. The daily practice and charting of each skill occur within each lesson. This allows teachers to maximize instruction time because students are assessed and tracked while they are being taught the needed routines and skills.
The technology tracks mastered skills, pulling them to the front of instruction for teachers to review weekly for ensured retention. Classes are designed to maximize opportunities for oral and written student responses and success experiences.

95 RAP REPORTING
Technology supports efficient, actionable data collection and visualization. Student progress and implementation data (i.e., attendance, instructional time, skills mastered or skipped) are available on the screen, in printable reports, and in downloadable CSV file formats for teachers, administrators, and parents. Districts can associate student information system numbers with student users within 95 RAP to link student progress to Rochester City School District Student Management System, particularly to identify students who are English Language Learners and students with disability status.

95 RAP features a range of reports for teachers, administrators, and parents that are automatically generated at the student, class, teacher, and school levels. Great for IEP meetings and monitoring implementation fidelity, these reports make it easier to communicate student goals and progress efficiently and effectively. Printable reports include:
1. Assessment and Skill Tracking report for Phonological Awareness, Word Attack, Spelling
2. Fluency, Comprehension Progress
3. Attendance and Session Details
4. Parent cover letter with a description of 95 RAP (English and Spanish versions)

TRAINING (95 RAP Training is Mandatory)
A brief overview of teacher training included with the 95 RAP package
• Breaking the Code - 10-hour online course reviews the fundamentals of phonological awareness and phonics. Teachers are introduced to key research, best practices for implementation, and activities to demonstrate understanding throughout the course through interactive responses and instructional simulations.

• 95 RAP Digital Training - 10-hour online course outlines the 95 RAP methodology. Participants review the methodology, explore ways to enhance instruction through the use of multisensory strategies, and watch video demonstrations of each component of a 95 RAP lesson. The training consists of slides, reading, and videos.

• 95 RAP Interactive Training Webinar - Synchronous, 6-hour interactive webinar where teachers learn to use the 95 RAP app and spend time in their small groups role-playing as both student and teacher. Interactive webinars allow teachers to practice and learn the methodology while practicing with other participants. Following the introduction, explanation, and modeling by an experienced trainer, workshop participants engage in role-play sessions, guided by a 95 RAP trainer. Attendees themselves participate as both teachers and students. Reflection occurs after each role-play session through discussion. Both before and during role-play, experienced trainers model and provide guided practice, coaching, and corrective feedback as participants practice the new learning. Instructional Tips and techniques are also offered and practiced. Participants complete an online exit exam consisting of multiple-choice and short-answer questions. A teacher must achieve 80% or higher to pass the exam. The course requires an exit exam to be completed by participants.

• Ongoing Teacher Coaching & Support - Each teacher will be assigned a dedicated coach who will be responsible for conducting three individual coaching sessions with each participating teacher during year one. Teachers will upload a recording of their lesson for their coach to view and provide embedded, time-stamped feedback. This allows the teacher to observe their instruction while reviewing the coaching feedback at the specific moment in which it was offered, supporting reflective learning. The annotated recordings serve as a center for the individual coaching follow-up call that occurs after the lesson has been viewed by both the teacher and the mentor, where the coach reviews the feedback, clarifies concepts, and answers questions. If a teacher prefers, they can arrange a live Zoom observation instead of the recording upload, but the coach and tech department will support the lesson upload as that is the preferred method for a stronger coaching experience. In addition to the coaching notes and feedback within the video, the coach completes a formal observation rubric for each teacher during each observation. For classroom observations, the mentor expects to see a pattern of growth in observed skills and best practices associated with each component and culminate in proficient rankings. Observation scores are as follows:
1) Inappropriate or Not Proficient;
2) Somewhat Appropriate or Somewhat Proficient;
3) Appropriate or Proficient.

If the teacher does not receive proficient rankings, additional observations may be required, or the teacher may not be approved for certification.

• Beyond formal observations, a teacher’s coach is always available for phone, email, or video-call questions and support. All of the activities provide teachers with individualized coaching, constructive feedback, accountability, and support.

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