Greenfield Exempted Village Case Study
Strengthening Tier 1 Instruction to Reduce Intervention Needs
How 66% of Greenfield second graders reached grade-level reading proficiency
Structured literacy instruction strengthened Tier 1 reading outcomes, reduced intervention needs, and improved foundational literacy across K–3 classrooms.
In partnership with RGR, Greenfield strengthened Tier 1 structured literacy instruction to reduce intervention needs and improve K–3 reading outcomes.
- Greenfield, Ohio
- 1,900 Students
- 103 Teachers
- 12 Administrators
- 3 Elementary Schools
- 1 Middle Schools
- 1 High Schools
- 100% Socioeconomically Disadvantaged
- 15% Special Education
When Greenfield’s intervention tools sparked unexpected gains, they leaned in. Today, foundational skills are stronger, student confidence is up, and far fewer learners are falling behind.
Greenfield leaders recognized that too many students required Tier 2 and Tier 3 intervention support despite existing foundational literacy instruction. Instruction varied across schools, and teachers relied on inconsistent supplemental materials that limited districtwide alignment and weakened Tier 1 consistency across classrooms. Leaders needed a stronger literacy framework focused on prevention, foundational skills instruction, and early intervention.
Greenfield strengthened foundational literacy instruction by embedding structured literacy into daily classroom routines across K–3. As instructional consistency improved, 66% of second-grade students reached grade-level reading proficiency, while kindergarten Reading Improvement Plans decreased by 31%, reflecting stronger Tier 1 support and reduced intervention needs.
Daily structured literacy instruction strengthened foundational reading skills, improved student engagement, and reduced the need for intensive intervention support. Greenfield also saw measurable growth in reading fluency, with 66% of second-grade students now reading at grade level and fewer students requiring Tier 2 and Tier 3 support across K–3 classrooms.
“We’re changing that [inverted MTSS] triangle. We are significantly decreasing our Tier 3 needs.”
Greenfield embedded structured literacy into daily classroom instruction, strengthening foundational skills, improving instructional consistency, and reducing intervention needs across K–3 classrooms.
Greenfield implemented structured literacy routines across K–3 classrooms to strengthen foundational skills instruction and reduce intervention needs.
Educators received ongoing support and professional learning that strengthened instructional consistency and aligned literacy practices across schools.
The district used implementation data and student performance trends to guide instruction, monitor growth, and strengthen intervention decisions.
What began as a response to rising intervention needs became a districtwide literacy transformation rooted in prevention, consistency, and foundational skills instruction. Kindergarten Reading Improvement Plans decreased by 31%, 66% of second-grade students reached grade-level reading proficiency, and Tier 2 and Tier 3 intervention needs declined across K–3 classrooms. Teachers also reported stronger instructional consistency and improved student engagement following structured literacy implementation.
See How Districts Like Greenfield Exempted School District are Driving Measurable Literacy Growth