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PAF Reading Program is designed to support instruction within a Multi-Tiered System of Supports (MTSS) framework. Instructional pacing and dosage can be adjusted across tiers to meet the needs of all learners, including accelerated learners, English learners, students who speak variations of English, students with disabilities, and students performing below or above grade level. Flexible grouping allows students to work with peers who have similar instructional goals, enabling teachers to adapt the pace and intensity of instruction while providing targeted support. Ongoing, daily assessment ensures that instruction remains responsive to each student’s progress and learning needs.
The program’s explicit instruction in phonics, vocabulary, syntax, morphology, and the structure of language makes it well suited for diverse classrooms. Students benefit from frequent opportunities to build vocabulary, strengthen oral language skills, and develop proficiency in academic English through rich classroom discussions before, during, and after reading connected text. These language-focused interactions support comprehension while fostering overall language development.
PAF’s direct instruction model, combined with continuous formative assessment, creates an ongoing feedback cycle that helps teachers monitor student progress throughout the instructional sequence. Assessment data informs instructional decisions, allowing teachers to determine when students are ready to move forward and when additional scaffolding, reinforcement, or practice is needed to ensure mastery.
As a result, PAF can be used as Tier 1, 2 and 3, with the same program being applied across all tiers, and the pace and dosage amounts adjusted to meet students’ needs. This approach is more effective as it provides a consistent structure for students at different levels of need. By maintaining the same program, students have a stronger sense of continuity. This method helps to ensure that all students are receiving the support they need to succeed. Since PAF is based on the direct instruction model, the teacher hears the students read orally every day. This daily assessment can determine the students’ mastery of skills taught which will determine pacing. Accelerated students need to be challenged and need a faster pace, and can be expected to thrive with more independent practice. Multilingual learners may also require differentiated instruction. PAF is effective for teaching foundational skills; however, MLLs may need additional language support.
Grouping is a way to help teachers provide the appropriate support and implement targeted instruction to all students, which leverages student assets and allows for differentiated instruction.
Grouping can be done within a class, within a grade, or even cross-grade, depending on student needs and staffing. Within-grade or cross-grade grouping requires administrative support to arrange scheduling and provide support staff.
PAF Reading Program’s flexible grouping allows students to move from group to group as needed, while teachers adjust the pace of learning and continue to assess students’ strengths and weaknesses, including accuracy and fluency. Effective student grouping begins with thoughtful and accurate assessment.
Whole Group Instruction: Once instructional groups are formed, components 1-3 of the daily PAF lesson are delivered to the whole group.
Small Group Instruction: During the Reading component of the daily lesson, students read in small groups that have similar instructional goals under teacher supervision. This allows for more reading and discussion opportunities for students and targeted instruction and ongoing student monitoring for teachers.
PAF Reading Program has been thoughtfully designed for teachers, by teachers. The program is comprehensive and addresses all the crucial elements of structured literacy. When implemented as designed, teachers can expect the best student outcomes.
The key ingredients to ensure students achieve maximum success are the following;
PAF Reading Program Provides Fidelity Checklists. The purpose of these documents is to give teachers, coaches, and administrators a shared, concrete picture of what strong PAF instruction looks like in practice, and to identify where additional support, modeling, or practice would strengthen implementation.
PAF is intentionally designed to meet the needs of diverse learners. It should be taught in groups of students with similar needs who can move at a similar pace. Differentiated instruction is crucial to meet the full range of students’ needs – from slower-paced to accelerated students. It is only effective when instructional decisions are based on data. Some students need more explicit instruction, extensive practice and repetition. They will move at a different pace than students who master new skills quickly. This enables teachers to accelerate students above grade level and spend more time with those children who require more support.
Grouping is a way to help teachers provide the appropriate instruction to students. Grouping can be done within a class, within a grade, or even cross-grade depending on student needs and staffing. Within grade or cross grade grouping requires administrative support to arrange scheduling and provide support staff. Groups should be flexible so changes can be made when necessary.