3 Tier Reading Model 3/26/08
Objectives • Review guidelines for the 3 Tier Reading Model. • Describe the instruction that occurs in each of the three tiers. • Identify appropriate materials from Reading Street and My Sidewalks to be used during each tier of instruction.
3 Tier Reading Model TIER 1 Core Reading Instruction 90 min All Students -Mix of Whole Group and Small Group Instruction -Exposure to Grade Level Standards and Priority Skills TIER 2 Supplemental Reading Instruction Additional 30 min 20-30% of students -Small Group Instruction, no more than 5 students -Mastery of priority skills TIER 3 Intensive Intervention Additional 30 min 5-10% of students -Small Group Instruction, no more than 3 students -Mastery of lowest skill student is missing
Student Eligibility Setting Instructor Timing Group Size Group Composition Instructional Techniques Programs/Materials Monitoring Progress Exit Criteria Considerations for Implementing the Three Tiers
Components of Tier 1 • Core reading program based on scientific reading research • Benchmark assessment of ALL students 3x a year to identify the need for supplemental instruction • Ongoing professional development to ensure teachers meet the needs of each student • Minimum 90 minutes of instruction
Characteristics of Tier 1 Instruction • Instruction is focused on phonemic awareness, phonics, word study, fluency, vocabulary, and comprehension. • The amount of time spent on each core area varies according to students’ grade level and reading abilities. • Tier 1 incorporates flexible grouping (whole group, small group, heterogeneous, and homogenous).
Reading Street Components for Tier 1 • Fidelity to Program • Whole Group Lesson • Small Group Lessons • On Level • Strategic • Advanced
Components of Tier 2 • Tier 2 accommodates students not making adequate progress from Tier 1 instruction alone. • Supplemental instruction begins as soon as possible after students have been identified. • Students receive supplemental instruction 30 minutes a day, 5 days a week. • Instruction supplements, not replaces, Tier 1 instruction. • Students are placed in small, homogenous groups.
Characteristics of Tier 2 Instruction Effective teachers… • Check in with students during an activity to be sure they are performing correctly. • Ask students to demonstrate what they are doing. • Ask students to repeat the directions. • Check initial practice items for correctness and provide immediate feedback. • Call on students during group discussion. • Assist students in performing assignments correctly. • Use correction procedures.
Components of Tier 3 • Eligibility criteria • Students have participated in two rounds of Tier 2 instruction and have not made sufficient progress. • Students have participated in one round of Tier 2 instruction and are markedly behind. • Amount of Daily Intensive Intervention • Includes 30 minutes beyond Tier 1 and Tier 2 instruction, 5 days a week, • Students are placed in small homogeneous groups.
Components of Tier 3 Instruction • Tier 3 requires a scientifically based reading program and materials emphasizing the critical elements of reading. • Instruction is systematic, explicit, and provides multiple examples and opportunities for student responses and feedback individualized to each student. • The intensity of instruction can be adjusted by • The range of examples • Task difficulty • Task length • The type of response. • Low intensity: yes/no, point to correct answer • Medium intensity: oral response, multiple choice • High intensity: oral independent response, written response
Components of Tier 3 Instruction Tier 3 instruction offers each student more of the following… • Repeated opportunities for practice and review. • Additional opportunities for correction and feedback. • Increased time on-task, engaged in reading instruction and practice. • Drill repetition and practice review. • Breaking down tasks into smaller steps. • Making learning visible. • Using, then fading prompts and cues.
References MacInnis, C. & Hemming, H. (1995). Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum. Journal of Learning Disabilities, 28, 1995, 535–544. Bender, W.N. (2004). Learning Disabilities: Characteristics, Identification, and Teaching Strategies, Fifth Edition, Published by Allyn and Bacon (Pearson Education Inc.). Commission on Excellence in Special Education (2001). Revitalizing special education for children and their families. Available from www.ed.gov/inits/commissionsboards/whspecialeducation. Moats, L. C., & Lyon, G. R. (1993). Learning disabilities in the United States: Advocacy, science, and the future of the field. Journal of Learning Disabilities, 26, 282–294. Padget, S. Y. (1998). Lessons from research on dyslexia: Implications for a classification system for learning disabilities. Learning Disability Quarterly, 21, 167–178. Council for Exceptional Children (CEC) (2002). Commission report calls for special education reform. Today, 9(3), 1–6.
Carey Regur Director of Instructional Services, Literacy and Humanities firstname.lastname@example.org (714) 323-0779