Instructional Program

Pierre de Coubertin Elementary School


Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including teachers and resource teachers. Progress is closely monitored to assess both the learning rate and level of performance of individual students.


The Wilson Reading System is an instructional program used to help struggling readers through small group instruction.  It is aimed to support students who are not making sufficient progress through their current intervention. Those who have been unable to learn through other teaching strategies, require multisensory language instruction or who require more intensive structured literacy teaching may benefit from this program.  

In School We Move

This is a program that will promote movement within the children.  Each child will receive 60 minutes of movement time per day.  The teachers have been trained and given strategies to use to help this movement occur.  This program will also help the students recognize the need of a movement break and request on.  In doing so we have stationary exercise bikes installed around the school were children may bike ride for 10 minutes and return to class. 

Daily Five

The Daily 5 is a literacy teaching method that creates a classroom of engaged and independent readers and writers. It’s not the “what” you teach but “how” that the Daily 5 aims to solve by creating a structure in which students participate in meaningful activities, while educators work uninterrupted with small groups and individuals.

During Daily 5, students select from five authentic reading and writing choices, working independently toward personalized goals, while the teacher meets individual needs through whole-group and small-group instruction, as well as one-on-one conferring. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy.