Three Tier Reading Project

1. Three Tier Reading Project Del Valle ISD in Collaboration with the Vaughn Gross Center for Reading and Language Arts University of Texas at Austin April 27, 2006

2. Presented by: Joyce Bannerot, Principal Popham Elementary School Contributions to this presentation by: Kim Rodriguez and Thea Woodruff The Vaughn Gross Center for Reading and Language Arts University of Texas, Austin

3. Del Valle ISD 8,000 Students African American: 15% Hispanic: 72% White: 11% Other: 2% Economically Disadvantaged: 74% Limited English Proficient: 23% Mobility Rate: 37%

4. Geographically Large District 174 square miles 6 elementary schools 2 junior high schools 1 high school 1 alternative campus Schools are rural, suburban, and urban. Some bus routes are 1 hour to and from school-each way.

5. Objectives for This Presentation Overview of the Three Tier Model Implementation of the Three Tier Model Impact, Lessons Learned and Sustainability of the Model Future Challenges

6. Collaborative Relationship with UT Currently completing a 5-year study Targeted reading beginning in kindergarten Added a grade level each year Ended with third grade in 2005-06 Final results are not completed General findings will be shared today

7. Research Purpose Five year, longitudinal study Trying to reduce the number of students who are at risk for reading problems Reduce the number referred for special education assessment Reduce the number not meeting grade level benchmarks in reading

8. What is tiered intervention? Layers of intervention responding to student needs Each tier provides more intense intervention Aimed at preventing reading difficulties Stress the fact that a 3-tier model is a framework, not a program. Also, note that there are many versions of 3-Tier models. We are using one based on our research study and this is what we are referring to here today.Stress the fact that a 3-tier model is a framework, not a program. Also, note that there are many versions of 3-Tier models. We are using one based on our research study and this is what we are referring to here today.

9. Why tiered instruction? Importance of prevention Dissatisfaction with achievement/IQ discrepancy model Provides a framework for strengthening core reading instruction

10. Who is served? Stress that all students receive Tier I or core reading instruction at all times, but about 20% of students will need additional, more intensive instruction to meet reading benchmarks (Tier II). About5-10% of students will need even more intensive instruction (or Tier III) in order to succeed in reading.Stress that all students receive Tier I or core reading instruction at all times, but about 20% of students will need additional, more intensive instruction to meet reading benchmarks (Tier II). About5-10% of students will need even more intensive instruction (or Tier III) in order to succeed in reading.

11. Tier I: Core Class Instruction Tier I is comprised of three elements: progress monitoring of at-risk students ongoing professional development in-class support and mentoring

12. Tier I: Core Classroom Instruction Prevents struggling students from continuing to struggle Progress monitoring-- using data to positively impact instruction Teachers received coaching and excellent staff development Results were monitored with instruction and resources adjusted as needed All students received Tier I instruction.

13. Tier I: Core Class Instruction (cont’d)

14. Core Instruction: Not a New Program Did not bring in a new program Did learn new strategies for struggling readers More difficult for veteran teachers to be open to new ideas about teaching reading Teachers with less than 5 years of experience were more open to new techniques.

15. Tier II: Small group intervention Tier II is small-group instruction in addition to the time allotted for core reading instruction. Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I. All students in need received interventions from someone.

16. Tier II: Supplemental instruction (cont’d)

17. Tier III: Intensive intervention Tier III is intensive, strategic, supplemental instruction specifically designed and customized small-group reading instruction that is extended beyond the time allocated for Tier I and Tier II.

18. Tier III: Intensive intervention (cont’d)

19. Number of students receiving Tier II and Tier III interventions varied among schools. UT criteria for selecting students depended upon cut off scores for Dibels and resources available for interventionists. Overall, the number of students referred for Sp. Ed. assessment has decreased since core instruction has improved. All students in need received intervention—if not from UT staff then from the teachers or after school tutoring.

20. How do they differ?

21. Research questions… What is the relative value of Tier I and Tier II interventions in kindergarten, first, second and third grades? What is the impact of effective professional development on the critical elements of reading instruction? What is the impact of supplemental interventions for at-risk students?

22. Three Reasons for Three-Tier Model Tier I: Prevention (quality core classroom reading instruction for all students; quality reading intervention staff development for all teachers at the involved grade levels) Tier II: Intervention (small group targeted and explicit instruction) Tier III: Identification (for more intensive interventions, such as referral to Sp. Ed. for assessment)

23. Participation by principals… Scores were higher in schools where the principal regularly participated in the staff development and monitored implementation of best practices for reading. Teachers were expected to try at least one new strategy and report the results to their teams within a week of the training.

24. “I may not be able to try it all….but I can try something.” Resulted in sharing of ideas and problem solving for ways to help struggling readers Prevented the overwhelmed response Held teachers accountable but provided support Expectations were reasonable. Put the focus on teams of teachers learning and sharing

25. Maximizing Time for Reading Instruction Continuous challenge of time Maximizing time for instruction is even more important for students from poverty and who are mobile. Have to make up for the lack of experiences outside of school Teachers have to rethink what works with each student.

26. What we have learned about reading instruction…… Balanced program focusing on Comprehension Vocabulary Fluency Phonemic Awareness Phonics

27. Continuous Monitoring Student progress Teacher focus Provides the framework to adjust instruction as students’ progress Prevents non-productive use of instructional time

28. Scientific Study All teachers at the targeted grade level received the staff development. Randomly selected students who met the criteria need received Tier II interventions from UT tutors. All students below level and in need received additional instruction from school staff (teachers and school provided tutors).

29. Issues we faced…. Student mobility significantly impacted our groups Keeping the momentum going Finding time for added instruction Training new teachers when they were hired Scheduling refresher training during the summer for returning teachers

30. More challenges…. Adjusting instruction expectations Moving from a developmental model to an academic model for kindergarten (Naps had to go!) Using existing basal reading adoption and adding supplemental materials to cover all areas for reading instruction

31. Equity vs. Research Equity was an issue due to the need for some students to be excluded from the UT tutoring intervention. Methods and the program used by the UT tutors was not shared with teachers or administrators. Agreed that in-school tutoring would not be provided for those students served by UT. They were served after school.

32. Impact of Progress Monitoring Teachers knew that the progress of their students would be monitored as a class and as a grade level. Although district-wide the results were compared, they were not used for teacher evaluation or shared among the different schools. Results were used to focus on students and interventions. Did not result in “gotchas” but awareness was heightened.

33. Newer Teachers’ Students Outscored Veteran Teachers’ Students Buy-in due to results Wait and see became “I need to do that.” The data was used to improve and target instruction.

34. Added a grade level each year… First year: planning Second year: kindergarten (training for teachers with support from reading coach from UT) Third year: first grade with support in kindergarten Fourth year: second grade with support in first grade

35. Current year: #5 of the study Fifth year: Third grade with support in second grade This year 92% of our third graders passed the state test in our school. Results were similar throughout the district. Benchmarking second graders with 3rd grade assessments to prepare for 06-07 Reading achievement ranges from high 70’s to low 90’s in grades K, 1, 2.

36. Overall Results Students achievement improved in all grade levels as the project expanded to each of four grade levels. Teacher effectiveness for reading improved. Accountability for instruction became more of a focus for the primary grade levels. Teachers became more sophisticated with the use of data to improve instruction.

37. More “unofficial” results Decrease in the number of students reading below grade level Decrease in the number of students referred for special education assessment

38. Sustainability of the 3-Tier Model Crucial factors: resources and buy-in Considerations: Leadership Expectations Personnel Organization Accountability/evaluation Training

39. Sustainability Crucial Factors: Resources Funding No additional funds Some additional funds Various additional funds Changeability of funding Must have a plan in place that considers the consequences of reduced funding

40. Sustainability Considerations: Leadership Help and encourage teacher implementation Observe instruction Check on student status Challenge of change Joyce - the last bullet is related to the first point on the questions you gave us - how to reassure and encourage resistant teachers. Points #2 and 5 could easily fit here as well. You could also talk here about the need for high expectations and the view of struggling readers. Whose responsibility are those students?Joyce - the last bullet is related to the first point on the questions you gave us - how to reassure and encourage resistant teachers. Points #2 and 5 could easily fit here as well. You could also talk here about the need for high expectations and the view of struggling readers. Whose responsibility are those students?

41. Sustainability Considerations: Leadership Joyce & Sandra - this is one idea I had for tackling the “levels of funding” issue we talked about. For each topic under sustainability, we could have a matrix like this that addresses how the goal or component of the 3-Tier model would be met at each level of funding. For example, in the table above, a person could be named in each box who could perform the task. I put examples in the table, but you could probably come up with better ones. There would be a table like this after each slide on “personnel,” “organization,” and “accountability/evaluation” as well. If you have alternative suggestions for looking at the levels of funding, let us know. Another option would be to just talk about it after each point on the previous slide. Joyce - your comments under #4 on your handout can be spread throughout the next several slides.Joyce & Sandra - this is one idea I had for tackling the “levels of funding” issue we talked about. For each topic under sustainability, we could have a matrix like this that addresses how the goal or component of the 3-Tier model would be met at each level of funding. For example, in the table above, a person could be named in each box who could perform the task. I put examples in the table, but you could probably come up with better ones. There would be a table like this after each slide on “personnel,” “organization,” and “accountability/evaluation” as well. If you have alternative suggestions for looking at the levels of funding, let us know. Another option would be to just talk about it after each point on the previous slide. Joyce - your comments under #4 on your handout can be spread throughout the next several slides.

42. Sustainability Considerations: Personnel Training More individualized (“IEP”) Trainers Interventionists for Tiers II and III Part-time tutors, reading specialists, special education teachers, classroom teachers Utilizing existing personnel most effectively Training and using parents in school and at home Training: (Kindergarten teachers will not participate in the UT staff development next school year.) a) Current Kindergarten teachers will review important concepts with each other prior to beginning school. b) Testing Coordinator will cover grade level leader’s class while she helps any new teacher with aspects of the process. A block of time once a week will be used for the grade level leader to observe all classrooms and help as needed. c) Early Release Day(s) will be used for Kindergarten teachers to plan, discuss, and share activities with each other. One or two early release days will be used for parent conferences. d) Principal will insure time for teachers to meet together. e) Kindergarten teachers will continue working with first grade “buddies” for support and continuity of the program.Training: (Kindergarten teachers will not participate in the UT staff development next school year.) a) Current Kindergarten teachers will review important concepts with each other prior to beginning school. b) Testing Coordinator will cover grade level leader’s class while she helps any new teacher with aspects of the process. A block of time once a week will be used for the grade level leader to observe all classrooms and help as needed. c) Early Release Day(s) will be used for Kindergarten teachers to plan, discuss, and share activities with each other. One or two early release days will be used for parent conferences. d) Principal will insure time for teachers to meet together. e) Kindergarten teachers will continue working with first grade “buddies” for support and continuity of the program.

43. Sustainability Considerations: Personnel No additional funds: Teacher on the team train new staff during conference times/after school. Some additional funds: Extra sub so grade level leader can provide training and support. Various additional funds: Consultants provide training and support. Do we want to talk about more than just training and support for new teachers? (e.g., interventionists for Tiers II and III)No additional funds: Teacher on the team train new staff during conference times/after school. Some additional funds: Extra sub so grade level leader can provide training and support. Various additional funds: Consultants provide training and support. Do we want to talk about more than just training and support for new teachers? (e.g., interventionists for Tiers II and III)

44. Sustainability Considerations: Organization Assessment and progress monitoring schedule Meetings to discuss student progress Time built-in for this to occur Professional development plan Tier I instruction Tier II instruction Progress Monitoring: a) Use of “guest teacher” model to insure reliability of results (teachers on the team rotate and test each other’s students during the semester) b) Follow same schedule for progress monitoring as 2003-04 c) Use the data to design instruction Instruction: a) Continue small group, explicit instruction b) Continue K-Pals c) Seek ways to manage the large group while teaching small focused groups d) Fluid composition of small groups based on specific skills and needs e) Use tutoring funds for extra small group instruction f) Continue the pairing of older Popham students with kindergarten students for support and self-esteem building, reading fluency practice, and reinforcement of skills Progress Monitoring: a) Use of “guest teacher” model to insure reliability of results (teachers on the team rotate and test each other’s students during the semester) b) Follow same schedule for progress monitoring as 2003-04 c) Use the data to design instruction Instruction: a) Continue small group, explicit instruction b) Continue K-Pals c) Seek ways to manage the large group while teaching small focused groups d) Fluid composition of small groups based on specific skills and needs e) Use tutoring funds for extra small group instruction f) Continue the pairing of older Popham students with kindergarten students for support and self-esteem building, reading fluency practice, and reinforcement of skills

45. Sustainability Considerations: Organization No additional funds: Small group instruction focused and explicit using data from progress monitoring; peers/older students from upper grades assist while teacher teaches in small groups. Some additional funds: Small group instruction focused and explicit using data from progress monitoring; extra personnel monitor class while teacher teaches in small groups. Various additional funds: Small group instruction focused and explicit using data from progress monitoring; extra personnel monitor class while teacher teaches in small groups. No additional funds: Small group instruction focused and explicit using data from progress monitoring; peers/older students from upper grades assist while teacher teaches in small groups. Some additional funds: Small group instruction focused and explicit using data from progress monitoring; extra personnel monitor class while teacher teaches in small groups. Various additional funds: Small group instruction focused and explicit using data from progress monitoring; extra personnel monitor class while teacher teaches in small groups.

46. Sustainability Considerations: Organization No additional funds: No additional staff teaching small groups, no extra staff monitoring students in large group while teacher teaches small group. Some additional funds: District/school funds provide tutors who pull small groups from the classroom to teach specific needed skills. Various additional funds: Small group instruction focused and explicit using data from progress monitoring; extra personnel monitor class while teacher teaches in small groups; additional funding sources provide more tutors to teach small groups. No additional funds: No additional staff teaching small groups, no extra staff monitoring students in large group while teacher teaches small group. Some additional funds: District/school funds provide tutors who pull small groups from the classroom to teach specific needed skills. Various additional funds: Small group instruction focused and explicit using data from progress monitoring; extra personnel monitor class while teacher teaches in small groups; additional funding sources provide more tutors to teach small groups.

47. Sustainability Considerations: Problem Solving Teachers at each grade level regularly meeting with principal Providing opportunities for teachers to observe one another Utilizing the Student Assistance Team for students making little progress Teachers meeting weekly to share ideas and discuss issues Problem Solving: a) Meet with the principal every two weeks to discuss the process, data, needs, successes, etc. b) Utilize the testing coordinator to cover classes in order for teachers to observe each other for fresh ideas and perspective c) Utilize the Student Assistance Team for assistance with students for whom little progress is noted d) Continue to meet weekly as a team to share ideas and assist each other with issues. This also provides a good time to do “lesson swapping.” Problem Solving: a) Meet with the principal every two weeks to discuss the process, data, needs, successes, etc. b) Utilize the testing coordinator to cover classes in order for teachers to observe each other for fresh ideas and perspective c) Utilize the Student Assistance Team for assistance with students for whom little progress is noted d) Continue to meet weekly as a team to share ideas and assist each other with issues. This also provides a good time to do “lesson swapping.”

48. Sustainability Considerations: Accountability/Evaluation Using the training techniques Using progress monitoring Progress toward reading goals Using data to inform instruction Organize and analyze data On the last bullet, the important questions are: WHO is going to manage the data? It will take training and back-up trainingOn the last bullet, the important questions are: WHO is going to manage the data? It will take training and back-up training

49. Sustainability Considerations: Future Planning New teachers Mentors Materials Re-using existing materials Searching for new materials continually Consistency with use of materials among district schools to lessen the impact of student mobility I am not sure if we want to go here. We talked about limiting discussion to just this year, but we may need to mention the following year just to drive home the fact that it needs to be considered way before it is upon you. Bullet 2 refers to the pairing across grade levelsI am not sure if we want to go here. We talked about limiting discussion to just this year, but we may need to mention the following year just to drive home the fact that it needs to be considered way before it is upon you. Bullet 2 refers to the pairing across grade levels

50. 3-Tier Model: Why Continue? Benefits we have observed Student achievement Concrete evidence for student success Using progress monitoring to adjust instruction (This is what has benefited students the most.) Teacher status/Expertise “Experts” in reading instruction Teachers have taken the training and made it theirs-students’ reading scores prove it works. Consultation/coaching after training is an effective model paired with principal expectation that effective instruction will be provided. Follow-through after training Parent conferences Real and measurable progress Parent conferences: a) Use of data from progress monitoring to share with parents during conferences; parents track progress and know what areas need improvement; provide materials and suggestions for parents to help students at home. b) Continue informing parents of students’ progress regularly using data from progress monitoring c) Continue training parents how to help their children with specific activities that support the classroom instructionParent conferences: a) Use of data from progress monitoring to share with parents during conferences; parents track progress and know what areas need improvement; provide materials and suggestions for parents to help students at home. b) Continue informing parents of students’ progress regularly using data from progress monitoring c) Continue training parents how to help their children with specific activities that support the classroom instruction

51. Next Step? Tier III Questions we are now working on. We don’t have the answers yet…………… What will Tier III look like? Who will provide it? We don’t want to use the same strategies only in a small group. How will we use the model to move away from a discrepancy model for identifying students for possible special education placement and services?

52. Interface with our Special Education Program and Staff Use How can we creatively use the staff we have to meet the needs of all our students? How will it be funded? Bringing consistency to our intervention programs provided by Sp. Ed. staff across the district.

53. Small Group Instruction There is a need for consistency with strategies used for interventions. Investigating programs that can be used by tutors and for special education reading interventions Tier Three needs to be explicit, measurable interventions to meet the criteria for response to intervention mandate.

54. We have been waiting for directions from our state Specifics for Response to Intervention Funding for these additional resources How to use the Three Tier Model for possible identification for services for students who aren’t responding to Tier II interventions—another big challenge.

55. Resources http://reading.uoregon.edu/appendices/maps.php (Big Ideas in Beginning Reading, University of Oregon) 4 Dimensions of Core Reading Instruction; Implementing Effective Core Reading Instruction; Thea Woodruff, theawoodruff@hotmail.com

56. More Resources Texas Education Agency: Online Teacher Reading Academy, 2nd grade and 3rd grade (www.texasreading.org/otra) Klinger, Vaughn, Dimino, Schumm and Bryant (2001) Collaborative Strategic Reading. Longmont, Colorado: Sopris West.