Imagine Sonday System Logic ModelImagine Sonday System is a robust line of digital and print materials designed to help educators provide
multisensory reading instruction to students reading at pre-K to 8th-grade levels for Tier 1, 2, and 3. Using the
proven Orton-Gillingham methods, Imagine Sonday System helps teachers identify, intervene with, and help
students catch up with their peers. The programs can be used in whole-class implementations (Tier 1) but are
particularly designed to support intervention for students not at grade level (Tier 2), and students with dyslexia,
in special education, or English language learner programs (Tier 3).
The logic model below provides a conceptual model of how the Imagine Sonday System is intended to work, the
resources required to make it effective, and the outcomes that teachers can expect students to demonstrate.
S P E C I A L E D U C A T I O N
Program InputsIMAGINE SONDAY SYSTEM
● A robust line of print and digital materials comprising
four systems (LPL, SS1, SS2, SSE) that provide instruction
at preschool through 8th grade skill level
○ Let’s Play Learn (LPL) covers necessary skills to
develop a strong reading foundation and prevent
reading difficulties. It is used as a core preschool
curriculum or as a stage-based intervention for those
who need to strengthen pre-reading skills. (Offered
as a print kit only.)
○ Sonday System 1 (SS1) and Sonday System 2 (SS2)
offer stage-based reading intervention. (Assessments
and progress monitoring included and offered as
part of the print kit and digital platform.)
○ Sonday System Essentials (SSE) digital platform
offers research-based multisensory, whole-group
phonics instruction. Data monitoring capabilities
help instructors quickly identify students who could
benefit from reading intervention.
● Opportunities for one-on-one and small group
intervention, whole class lessons, and digital access
to bonus content
● Content that ranges from reading readiness skills to
8th-grade reading levels
● Assessments for student placement and progress
monitoring
● MTSS/RTI models for all tiers
● Science of Reading Teaching Guide and corresponding
Student Resources, which provide the latest, up-to-date
research on reading instruction
multisensory reading instruction to students reading at pre-K to 8th-grade levels for Tier 1, 2, and 3. Using the
proven Orton-Gillingham methods, Imagine Sonday System helps teachers identify, intervene with, and help
students catch up with their peers. The programs can be used in whole-class implementations (Tier 1) but are
particularly designed to support intervention for students not at grade level (Tier 2), and students with dyslexia,
in special education, or English language learner programs (Tier 3).
The logic model below provides a conceptual model of how the Imagine Sonday System is intended to work, the
resources required to make it effective, and the outcomes that teachers can expect students to demonstrate.
S P E C I A L E D U C A T I O N
Program InputsIMAGINE SONDAY SYSTEM
● A robust line of print and digital materials comprising
four systems (LPL, SS1, SS2, SSE) that provide instruction
at preschool through 8th grade skill level
○ Let’s Play Learn (LPL) covers necessary skills to
develop a strong reading foundation and prevent
reading difficulties. It is used as a core preschool
curriculum or as a stage-based intervention for those
who need to strengthen pre-reading skills. (Offered
as a print kit only.)
○ Sonday System 1 (SS1) and Sonday System 2 (SS2)
offer stage-based reading intervention. (Assessments
and progress monitoring included and offered as
part of the print kit and digital platform.)
○ Sonday System Essentials (SSE) digital platform
offers research-based multisensory, whole-group
phonics instruction. Data monitoring capabilities
help instructors quickly identify students who could
benefit from reading intervention.
● Opportunities for one-on-one and small group
intervention, whole class lessons, and digital access
to bonus content
● Content that ranges from reading readiness skills to
8th-grade reading levels
● Assessments for student placement and progress
monitoring
● MTSS/RTI models for all tiers
● Science of Reading Teaching Guide and corresponding
Student Resources, which provide the latest, up-to-date
research on reading instruction
Program Inputs (continued)
IMAGINE LEARNING
● Initial onboarding and ongoing implementation support
● Professional development and coaching for
educational staff
● Customer support to troubleshoot immediate issues
● Access to experts who have experience implementing
the curriculum in school districts across the country
and an online community that includes on-demand
webinars, peer-to-peer networking, and live events
DISTRICT
● If using digital resources, networked computers with
proper memory
● Adequate classroom or intervention space
● School implementation plan
Imagine Sonday System LPL 1 2 E
One-On-One Intervention
Small Group Intervention
Whole Class Lessons
Digital
Pre-Reading (Reading Readiness Skills)
Beginning Reading (K–2 Reading Levels)
Intermediate Readers (3–8 Reading Levels)
Placement
Assessment
MTSS / RTI All Tiers Tiers 2 & 3 Tiers 2 & 3 Tier 1
IMAGINE LEARNING
● Initial onboarding and ongoing implementation support
● Professional development and coaching for
educational staff
● Customer support to troubleshoot immediate issues
● Access to experts who have experience implementing
the curriculum in school districts across the country
and an online community that includes on-demand
webinars, peer-to-peer networking, and live events
DISTRICT
● If using digital resources, networked computers with
proper memory
● Adequate classroom or intervention space
● School implementation plan
Imagine Sonday System LPL 1 2 E
One-On-One Intervention
Small Group Intervention
Whole Class Lessons
Digital
Pre-Reading (Reading Readiness Skills)
Beginning Reading (K–2 Reading Levels)
Intermediate Readers (3–8 Reading Levels)
Placement
Assessment
MTSS / RTI All Tiers Tiers 2 & 3 Tiers 2 & 3 Tier 1
Classroom Activities
STUDENT ACTIVITIES
● Let’s Play Learn
○ Participation in 15–30-minute sessions, five times
per week in either teacher-led small group or whole
class environments
○ Participation in monitored student stations and
activity pages for ample review and practice
○ Consistent use of multisensory strategies and all
sensory pathways when completing lessons
● Sonday System 1 and 2
○ Participation in 35-minute small group sessions,
at least three times per week for students working
below grade level and 4–5 times per week for
intensive intervention
○ Completion of a page in the Student Notebook for
each lesson
○ Completion of a 6-step lesson plan including
error correction routines both orally and in
Student Notebook
○ Consistent use of multisensory strategies for support
and to address errors, including tracing when
reading and Touch Spelling when spelling words
○ Completion of pre-and post-assessments, Mastery
Checks, and placement tests administered
throughout the school year
● Sonday System Essentials
○ Participation in 20–25-minute sessions daily with
whole classroom
○ Completion of a page in the Student Notebook for
each lesson
○ Participation in 5-step lesson plan including
error correction routines both orally and in
Student Notebook
○ Consistent use of multisensory strategies such as
tracing when reading and Touch Spelling when
spelling words
○ Completion of Mastery Checks administered
throughout the school year
INSTRUCTOR ACTIVITIES
● Prepare to implement Imagine Sonday System by
completing all professional development sessions
● Incorporate all steps of a lesson and follow the included
pacing recommendations
● Incorporate multisensory instruction components
throughout lessons and error corrections
● Incorporate Science of Reading Warm Up and Cool
Down activities as needed for SS1 and SS2
● Monitor Student Notebook data to inform instruction
● Administer entry tests or placement tests at the
beginning of the school year and optionally utilize pre/
post-tests to measure student growth
● Regularly administer Mastery Checks to monitor student
achievement and make informed decisions about
progression through the program
STUDENT ACTIVITIES
● Let’s Play Learn
○ Participation in 15–30-minute sessions, five times
per week in either teacher-led small group or whole
class environments
○ Participation in monitored student stations and
activity pages for ample review and practice
○ Consistent use of multisensory strategies and all
sensory pathways when completing lessons
● Sonday System 1 and 2
○ Participation in 35-minute small group sessions,
at least three times per week for students working
below grade level and 4–5 times per week for
intensive intervention
○ Completion of a page in the Student Notebook for
each lesson
○ Completion of a 6-step lesson plan including
error correction routines both orally and in
Student Notebook
○ Consistent use of multisensory strategies for support
and to address errors, including tracing when
reading and Touch Spelling when spelling words
○ Completion of pre-and post-assessments, Mastery
Checks, and placement tests administered
throughout the school year
● Sonday System Essentials
○ Participation in 20–25-minute sessions daily with
whole classroom
○ Completion of a page in the Student Notebook for
each lesson
○ Participation in 5-step lesson plan including
error correction routines both orally and in
Student Notebook
○ Consistent use of multisensory strategies such as
tracing when reading and Touch Spelling when
spelling words
○ Completion of Mastery Checks administered
throughout the school year
INSTRUCTOR ACTIVITIES
● Prepare to implement Imagine Sonday System by
completing all professional development sessions
● Incorporate all steps of a lesson and follow the included
pacing recommendations
● Incorporate multisensory instruction components
throughout lessons and error corrections
● Incorporate Science of Reading Warm Up and Cool
Down activities as needed for SS1 and SS2
● Monitor Student Notebook data to inform instruction
● Administer entry tests or placement tests at the
beginning of the school year and optionally utilize pre/
post-tests to measure student growth
● Regularly administer Mastery Checks to monitor student
achievement and make informed decisions about
progression through the program
imaginelearning.com
877-725-4257 • solutions@imaginelearning.com
OutcomesSHORT-TERM
● Let’s Play Learn: Growing automaticity of phonemic
awareness, letter formation, phonics for all alphabet
letters, and fluency via rapid automatic naming
● Sonday System 1: Increased utilization of common
English codes to read and spell single syllable words
progressing into multisyllabic words to support reading
comprehension and written expression across
grade-level content
● Sonday System 2: Increased fluency in the use of
complex English codes, morphemes, and Greek/Latin
roots to read and spell multisyllabic words supporting
reading comprehension and written expression across
grade-level content
● Sonday System Essentials: Students strengthen and
increasingly generalize grade-level literacy skills to
enhance reading and spelling
● Overall:
○ Improved student engagement in classroom content
○ Increased participation in Tier 1 or universal
classroom supports and instruction, particularly
for English language learners and special
education populations
○ Improved reading proficiency scores as reflected by
post-assessments and as measured by district and/or
state reading assessments
○ Increased self-agency and advocacy, particularly
for English language learner and special
education populations
○ Grade promotion and retention
LONG-TERM
● Increased student literacy confidence across academic
domains and life opportunities
● Improved achievement on external reading formative
and summative district and/or state assessments
● Increased graduation rates
● Increased performance in later grades
● College and career readiness as measured by factors
such as increased enrollment in post-secondary
education or successful transition to work
● Secure, independent skill application to support
personal knowledge and access equitable opportunities
Outputs
STUDENT OUTPUTS
● Let’s Play Learn:
○ Observed participation in all lesson steps
○ Completed monitored student workstation activities
● Sonday System 1 and 2:
○ Observed participation in all steps of assigned
lessons with evidence of a completed Student
Notebook page
○ Evidence of error correction routine in the Student
Notebook
○ Demonstrated growth, as reflected by pre- and post-
assessments, Mastery Checks, and placement tests
administered throughout the school year
● Sonday System Essentials:
○ Observed participation in all steps of assigned
lessons with evidence of a completed Student
Notebook page
○ Evidence of error correction routine in the
Student Notebook
○ Demonstrated growth, as reflected by Mastery
Checks administered throughout the school year
● Observed participation in multisensory instructional
components throughout lessons and error corrections
● Observed application of skills when reading
for comprehension and spelling when writing
independently
INSTRUCTOR OUTPUTS
● Utilized data from Student Notebooks, assessments
(entry tests or placement tests at the beginning of the
school year and optionally utilize pre/post-tests) and
Mastery Checks to measure student growth and make
informed decisions about when to reteach lessons
● Gained a strong understanding of student competencies,
strengths, and areas for improvement through
observation and implementation of instructor activities
1417569364 2407
877-725-4257 • solutions@imaginelearning.com
OutcomesSHORT-TERM
● Let’s Play Learn: Growing automaticity of phonemic
awareness, letter formation, phonics for all alphabet
letters, and fluency via rapid automatic naming
● Sonday System 1: Increased utilization of common
English codes to read and spell single syllable words
progressing into multisyllabic words to support reading
comprehension and written expression across
grade-level content
● Sonday System 2: Increased fluency in the use of
complex English codes, morphemes, and Greek/Latin
roots to read and spell multisyllabic words supporting
reading comprehension and written expression across
grade-level content
● Sonday System Essentials: Students strengthen and
increasingly generalize grade-level literacy skills to
enhance reading and spelling
● Overall:
○ Improved student engagement in classroom content
○ Increased participation in Tier 1 or universal
classroom supports and instruction, particularly
for English language learners and special
education populations
○ Improved reading proficiency scores as reflected by
post-assessments and as measured by district and/or
state reading assessments
○ Increased self-agency and advocacy, particularly
for English language learner and special
education populations
○ Grade promotion and retention
LONG-TERM
● Increased student literacy confidence across academic
domains and life opportunities
● Improved achievement on external reading formative
and summative district and/or state assessments
● Increased graduation rates
● Increased performance in later grades
● College and career readiness as measured by factors
such as increased enrollment in post-secondary
education or successful transition to work
● Secure, independent skill application to support
personal knowledge and access equitable opportunities
Outputs
STUDENT OUTPUTS
● Let’s Play Learn:
○ Observed participation in all lesson steps
○ Completed monitored student workstation activities
● Sonday System 1 and 2:
○ Observed participation in all steps of assigned
lessons with evidence of a completed Student
Notebook page
○ Evidence of error correction routine in the Student
Notebook
○ Demonstrated growth, as reflected by pre- and post-
assessments, Mastery Checks, and placement tests
administered throughout the school year
● Sonday System Essentials:
○ Observed participation in all steps of assigned
lessons with evidence of a completed Student
Notebook page
○ Evidence of error correction routine in the
Student Notebook
○ Demonstrated growth, as reflected by Mastery
Checks administered throughout the school year
● Observed participation in multisensory instructional
components throughout lessons and error corrections
● Observed application of skills when reading
for comprehension and spelling when writing
independently
INSTRUCTOR OUTPUTS
● Utilized data from Student Notebooks, assessments
(entry tests or placement tests at the beginning of the
school year and optionally utilize pre/post-tests) and
Mastery Checks to measure student growth and make
informed decisions about when to reteach lessons
● Gained a strong understanding of student competencies,
strengths, and areas for improvement through
observation and implementation of instructor activities
1417569364 2407