PAF Reading Program is designed to be used within the MTSS framework, as the pacing and dosage are adjusted across tiers to meet all students’ needs, including accelerated learners, English learners, students who speak variations of English, students with disabilities, and students below and above grade level. Because students are grouped with peers with similar instructional goals, the content and pace of instruction can be modified to meet the needs of diverse learners. In addition, daily and continuous assessment of children’s progress informs teacher instruction.

PAF Reading Program’s focus on phonics, vocabulary, syntax, and morphology, while also teaching the structure of language, makes it an appropriate program for classrooms including accelerated learners, English learners, students who speak variations of English, students with disabilities, and students below and above grade level. There are many opportunities for developing vocabulary and oral language skills, as well as for modeling English language usage. The language-rich oral discussions that precede and follow the reading of connected text are essential in promoting language development in students. The direct instruction model and the PAF Reading Program assessments allow for a constant feedback loop in which teachers assess how students are progressing through the instructional sequence and where they need additional scaffolding, reinforcement, or time with the skills being taught.

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.

Implementing with Fidelity
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. However, if the program is not implemented with fidelity, teachers may not achieve the

Small group instruction
45-60 mins a day
Maximize instructional time
Mention the importance of PD and coaching

Differentiation

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.