Admin Handbook » Curriculum


Richmond Community Schools utilizes Wit & Wisdom developed by Great Minds as our core reading and writing curriculum in grades K through 8 and for early foundational skills integrate Geodes(K-2) also developed by Great Minds along with Fundations (K-3) created by Wilson Language—to provide students with comprehensive and engaging learning experiences.




Richmond Community Schools provides a variety of specialized programs that focus on different aspects of literacy and language skills for students who require additional support. Here are detailed descriptions of several key remedial programs used for this purpose:


mClass (K-2)


mClass is an assessment and instructional tool designed to support early literacy development, particularly for students at risk for dyslexia. It includes:

  • DIBELS Assessments: Measures key components of early literacy to identify students at risk.
  • Progress Monitoring: Regular, brief assessments to track student progress and inform instruction.
  • Targeted Interventions based on data-driven recommendations for interventions tailored to individual student needs.

Fundations (K-3)


Fundations is a comprehensive program for early literacy that uses a multisensory, systematic approach. Its key elements include:

  • Phonics Instruction: Teaches letter-sound relationships, decoding, and spelling.
  • Handwriting Practice: Integrates handwriting with phonics to reinforce learning.
  • Progress Monitoring: Regular assessments to inform instruction and ensure students are progressing.
  • Multisensory Techniques: Engages multiple senses to help students learn and retain information.


Geodes (K-2)

Geodes are a collection of decodable books designed to support early readers by combining phonics practice with rich content. Geodes help students practice reading skills in a meaningful and contextually rich way, making learning more engaging. Features include:

  • Decodable Texts: Books that align with students' phonics knowledge, allowing them to apply decoding skills in context.
  • Content-Rich Stories: Engaging narratives that build knowledge in various subjects while supporting literacy development.
  • Visual and Textual Supports: Includes illustrations and vocabulary aids to enhance comprehension and engagement.


David Kilpatrick’s Phonological Awareness Training (K-4)


David Kilpatrick’s approach centers on improving phonological awareness, which is critical for reading success, especially for students with dyslexia. Key components include:

  • Phonemic Awareness Exercises: Activities such as blending, segmenting, and manipulating phonemes.
  • Structured Practice: Systematic and intensive practice to develop strong phonological skills.
  • Advanced Phonemic Awareness: Focuses on more complex tasks like phoneme deletion and substitution to build deeper phonological skills.


Heggerty (K-4)


Heggerty is widely used to develop the phonological skills necessary for reading success, making it an effective tool for supporting students with dyslexia. Key features include:

  • Daily Phonemic Awareness Lessons: Short, structured lessons focusing on skills such as rhyming, segmenting, blending, and manipulating phonemes.
  • Multisensory Activities: Engages students through auditory, visual, and kinesthetic activities to reinforce learning.
  • Scaffolded Instruction: Lessons progress in difficulty, providing appropriate challenges as students develop their skills.
  • Consistent Routine: Daily lessons create a routine that helps reinforce phonemic awareness over time.


UFLI (K-4)


The University of Florida Literacy Institute (UFLI) provides evidence-based reading instruction and intervention strategies.UFLI aims to improve literacy outcomes through research-based practices and provides tools for educators to support students with dyslexia and other reading difficulties. Key components include:

  • Intensive Phonics Instruction: Focuses on systematic, explicit phonics instruction to build foundational reading skills.
  • Phonemic Awareness: Activities that enhance the ability to hear, identify, and manipulate phonemes, which is crucial for reading success.
  • Fluency Building: Strategies and practice to improve reading fluency and accuracy.
  • Comprehension Strategies: Techniques to develop deep understanding and critical thinking about texts


Orton-Gillingham (OG) Approach (K-8)


The Orton-Gillingham approach is a multisensory, structured, sequential, and individualized method designed to teach reading to students with dyslexia. Key features include:

  • Multisensory Instruction: Involves visual, auditory, and kinesthetic-tactile pathways to reinforce learning.
  • Structured and Sequential: Lessons follow a logical order, progressing from simple to complex concepts.
  • Individualized: Instruction is tailored to the specific needs of each student, with ongoing assessments to guide teaching.
  • Explicit Teaching: Focuses on direct instruction of language rules and patterns, helping students understand the structure of the English language.


Roxie Reading (K-8)


Roxie Reading is a literacy program that emphasizes interactive and engaging methods to build reading skills. Roxie Reading aims to make reading an enjoyable and interactive process, fostering a love for reading while building essential skills. Key aspects include:

  • Interactive Read-Alouds: Teachers read aloud to students, encouraging discussion and critical thinking about the text.
  • Phonics and Fluency: Focuses on developing phonics skills and improving reading fluency through practice.
  • Vocabulary and Comprehension: Activities designed to expand vocabulary and enhance comprehension.


Science of Reading Aligned Lessons (K-8)


Lessons aligned with the Science of Reading are based on research about how children learn to read. These lessons incorporate the latest research findings to ensure that instruction is grounded in what works best for developing proficient readers, especially those with dyslexia. Key components include:

  • Explicit Phonics Instruction: Systematic teaching of phonics and decoding skills.
  • Phonemic Awareness Development: Activities to improve the ability to hear, identify, and manipulate phonemes.
  • Fluency Practice: Exercises to build reading fluency and automaticity.
  • Vocabulary and Comprehension: Strategies to expand vocabulary and improve understanding of texts.
  • Evidence-Based Methods: Utilizes teaching practices proven to be effective through scientific research.


Read 180 (7-8)


Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. Read 180 aims to accelerate reading growth by integrating technology with effective instructional practices, making it suitable for students with significant reading challenges, including those with dyslexia. Key features include:

  • Adaptive Software: Provides personalized instruction tailored to each student’s reading level and progress.
  • Teacher-Led Instruction: Focuses on comprehension, vocabulary, and reading strategies through direct instruction.
  • Independent Reading: Encourages students to read books at their level to build fluency and comprehension skills.
  • Data-Driven Decisions: Uses ongoing assessments to monitor student progress and adjust instruction accordingly.



Together, these programs and approaches provide a comprehensive toolkit for educators to support students with dyslexia and other reading difficulties, addressing their unique needs and helping them achieve reading success.

We value the involvement and feedback of all our stakeholders. If you have any questions or require further information regarding our curricula and programs, please feel free to reach out to the appropriate contact listed below:


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