3-Tier Reading Model

1. 3-Tier Reading Model West Virginia Department of Education Division of Student and Instructional Services Office of Instructional Services Catherine A. Thompson

2. Tier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development. • Tier II: Intervention (additional reading instruction) and frequent progress monitoring (e.g., every 2 weeks) that struggling readers receive. • Tier III: More intensive intervention and frequent progress monitoring (e.g., every 2 weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II.

3. 3-Tier Reading Model Core classroom instruction for all students Intervention – 20-30% of students Intensive intervention – 5-10% of students (may include special education students)

4. The 3-Tier Reading Model is a scientific, research-based prevention model that: • Provides an instructional framework for delivering assessment-driven, differentiated instruction to all students, including students at risk for and students with reading difficulties. • Focuses on reading instruction that uses scientific research-based core, supplemental and intervention reading programs. • Identifies struggling students and provides the support (additional instruction/intervention) they need.

5. What are the roles of assessment in the 3-Tier Reading Model? • In Tier I, Reading Model goes beyond the administration of assessments • Assessments given three times per year are used to guide instructional decision-making so schools can: • Identify students making adequate progress (toward grade-level benchmarks or objectives); • Identify students who need differentiated instruction and/or intervention.

6. What are the roles of assessment in the 3-Tier Reading Model? • In Tiers II and III, more frequent progress monitoring (every 2 weeks) is used to track student progress and inform additional reading instruction.

7. Using assessment data to plan instruction and group students. Teaching targeted small groups. Using flexible grouping. Matching instructional materials to student ability. Tailoring instruction to address student needs. Using only whole class instruction. Using small groups that never change. Using the same reading text with all students. Using the same independent seatwork assignments for the entire class. Is… Is not…

8. Who provides instruction in each tier? • Classroom teachers provide Tier I core classroom reading instruction for all students. Many schools also utilize Title I and Special Education teachers in this instruction. • Each school determines who teaches which students: • In Tier II (classroom teacher, specialized reading teacher, special education teacher) • In Tier III (specialized reading teacher, special education teacher)

9. What grouping formats are recommended for each tier? • Tier I – A variety of grouping formats (individual, pairs, small groups and whole group) • Tier II – Small groups of three to five students with similar needs. • Tier III – Small groups of three students or fewer, based on student needs.

10. Tier I Reading Instruction • Minimum of 90 minutes of daily instruction • Assessments three times a year • Instruction and materials based on scientific research

11. Tier II Intervention • 30 minutes of daily additional reading instruction • Typically lasts for 10-14 weeks (1 or 2 rounds) • Progress monitoring assessment every 2 weeks • SBRR materials and SBRI* *Scientifically-Based Reading Instruction

12. Tier III Daily Intensive Intervention • Students receive the 90-minute Tier I instruction and 30+ minutes (between 45-60 minutes is suggested). • 10-14 weeks, but may be several rounds • Progress monitoring every 2 weeks • SBRR/SBRI

13. Implementing the 3-Tier Reading Model • Focus on improving the core classroom reading instruction (Tier I) that all students receive. • Provide high-quality intervention (Tier II) for struggling readers. • Participate in ongoing professional development to enhance classroom implementation of SBRI. • Each school determines the relationship of Tier III instruction and other additional instruction that addresses specifically identified instructional needs that are also addressed through special education and/or programs.

14. Suggested References • Denton, C. A., & Mathes, P. G. (2003). Intervention for struggling readers: Possibilities and challenges. In B. R. Foorman (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press. • Foorman, B. R. & Torgesen, J. (2001). Critical elements of classroom and small-group instuction promote reading success in all children. Learning Disabilities Research and Practice, 16. • Torgesen, J. K. (2001). The prevention of reading difficulties. Journal of School Psychology, 40. • Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The Voice of Evidence in Reading Research. Baltimore: Paul H. Brooks. • Vaughn, S., & Linan-Thompson, S. (2003). Group size and time allotted to intervention: Effects for students with reading difficulties. In B. R. Foorman (Ed.) , Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press.

15. For More Information: • Beverly Kingery • bkingery@access.k12.wv.us • Catherine A. Thompson • catthomp@access.k12.wv.us