MBM

Our district has used a combination of both and one or the other depending on what training the SPED teacher per grade has. OG daily and consistently (same instructor) has worked best for my family. The 3rd / 4th grade is such a critical time to keep the intervention consistent. I speak from experience. Our district reduced services in 4th grade and changed instructors, in 5th the instructor dropped phonics instruction (no OG or Wilsons) and just focused on fluency - my daughter is still at a 3rd grade level and hasn’t made effective progress since that daily / consistent OG time. Why we prefer OG over Wilsons is that OG works on 100% mastery of skills. Wilsons is a program, so it’s easier for schools to implement and when a student masters 70/80% of the skill they can move on to teaching the next skill. I’ve heard this works just fine for some students. In my opinion OG is most beneficial for building the rapid symbolic naming, repetition and mastery are really key for building those rapid recall pathways (in my view, parent perspective). 45 minute OG sessions for reading have been effective. Extra time is needed for writing and math. I’d definitely ask what STRUCTURED writing and math programs are being used. In my experience many public schools don’t have structured language-based writing and math programs being used. I’m always wondering about progress monitoring. Most recently our district has relied on the following: DIBLES, GORT, WIST. Good luck advocating for you student!