3Tier Model: Rescue Program for Struggling Secondary Students

1
3-Tier Model Rescue Program for Struggling
Secondary Students

• Reducing Academic Difficulties by Providing
  Immediate, Intensive Intervention

2
Needs Assessment

• More than 8 million students in grades 4 through
  12 are struggling readers.
• (U.S. Department of Education Statistics)
• Students in the lowest 25 percent of their class
  are 20 times more likely to drop out.
• (Alliance for Excellence in Education)
• 75 of incarcerated individuals are high school
  dropouts.

3
Intensive, Immediate Intervention3-Tier Model

• Description
• The 3-Tier Model is a framework for organizing
  instruction. The model consists of three tiers
  or levels of instruction. Movement through the
  tiers is a dynamic process, with students
  entering and exiting as needed.

4
Research Base

• Preventing Reading DifficultiesA Three-Tiered
  Intervention Model
• Vaughn, Linan-Thompson, Elbaum, 2006
• Bringing Research-Based Practice in Reading
  Intervention to Scale
• Denton, Vaughn 2003
• Preventing and Remediating Reading Difficulties
  for Elementary and Secondary Students
• Hjelm, J., Wanzek, J., Vaughn, S

5
It is all the same!

• 3-Tier Model is a systemic approach to RTI
  (Response to Intervention)
• Benchmark, Grade Level, Proficient
• Strategic, Some Risk, Basic
• Intensive, High Risk, Below Basic

6
Tier I Core Classroom Instruction

• Consistent research based instruction in all
  content areas based on state standards
• Screening of all students to determine
  instructional needs at least three times per year
  (fall, winter, and spring)
• Ongoing professional development to provide
  teachers with the necessary tools to ensure every
  student receives quality instruction

7
Tier II Supplemental Instruction

• For some students, core classroom instruction is
  not enough. Tier II is designed to meet the needs
  of these students by providing them with
  additional instruction daily.
• Booster Shot to those students who are unable
  to master the concepts taught in Tier I.

8
Tier III Intensive Intervention

• A small percentage of students require more
  support in acquiring vital skills than Tier II
  instruction can provide. For these students, Tier
  III provides instruction that is more explicit,
  more intensive, and specifically designed to meet
  their individual needs.

9
3-Tiered Instruction
5 Intensive
15 Supplemental
80 Core
10
To meet the needs of all learners 4-Tiers of
Instruction
Intensive
Strategic/ Supplemental
Benchmark/ Grade Level
Advanced
11
75
50
40
20
percentiles
12
Your ISAT data

• What percent of your students are advanced?
• What percent of your students are proficient?
• What percent of your students are basic?
• What percent are below basic?

13
Analyzing your system

• Are your advanced students staying advanced?
• Are you maintaining your percentage of proficient
  students?
• Are you moving a significant percentage of
  proficient students to advanced?
• Are you moving basic students to proficient?
• Are you moving below basic students to basic?

14
Goals

• Maintain 90 of your proficient or advanced
  students
• Move 70 of your Tier II (strategic students to
  proficient)
• Move 70 of your Tier III (below basic) students
  to Tier II (basic)

15
Implementing the 3-Tier Model

• Comprehensive Assessment Plan
• Research based curricular materials and
  strategies aligned to state standards
• Systemic plan for intervention
• Collaboration between personnel

16
Implementing the 3-Tier Model

• Comprehensive Assessment Plan
• Research based curricular materials and
  strategies aligned to state standards
• Systemic plan for intervention
• Collaboration between personnel

17
Comprehensive Assessment Plan
18
Your Comprehensive Assessment Plan
19
Universal Screening - Secondary

• Attendance
• Discipline Referrals
• Progress Reports

20
Activity Model
What other data points do you need?

• Michael is a 16 year old 10th grade student. His
  8th grade ISAT data placed him at the Below
  Basic Level.
• Michaels progress report indicates that he is
  struggling to meet mastery in English,
  Pre-Algebra, Earth Science, and Western
  Civilization.

21
Michael.

• Is there a plan in place at your school to
  identify Michaels specific learning needs?

22
Word Level Reading Difficulties

• Most common and best understood reading
  disability
• Largest single group of students in special
  education
• Almost 40 of all children identified for special
  education
• Many served in Title I programs have word
  recognition difficulties

Jack Fletcher, University of Houston
23
Comprehension

• Students with comprehension issues often lack
  oral language
• Skilled secondary readers understand academic
  language struggling readers do not
• Struggling readers do not necessarily generalize
  skills
• Comprehension needs to be taught with both
  narrative and expository text

24
Fluency

• Key characteristic of poor readers is the slow
  and inaccurate reading of text.
• G. Reid Lyon, N.I.H.D.
• 44 of 4th graders exhibited low fluency
• (National Assessment of Educational Progress
  NAEP,1998)

25
Implementing the 3-Tier Model

• Comprehensive Assessment Plan
• Research based curricular materials and
  strategies aligned to state standards
• Systemic plan for intervention
• Collaboration between personnel
• http//www.sde.state.id.us/adoptionguide

26
NCLBs Definition ofScientifically Based

• Use of rigorous, systematic and empirical
  evidence
• Adequacy of data analyses to test the stated
  hypothesis and justify the conclusions drawn

27
Defining SBR, cont.

• Reliance on measurements or observational methods
  that provide valid data across evaluators and
  observers across multiple measurements and
  observations
• Acceptance by a peer-reviewed journal or approved
  by a panel of independent experts

28
Do you have to purchase an off-the-shelf program?

• No!
• Things to consider
• Do you have staff turnover?
• Do you have horizontal alignment between
  classrooms?
• Do you have vertical alignment across grades?
• Are the teachers using the materials youve
  purchased?
• How much do they have to supplement existing
  materials?

29
Implementing the 3-Tier Model

• Comprehensive Assessment Plan
• Research based curricular materials aligned to
  state standards
• Systemic plan for intervention
• Collaboration between personnel

30
Activity Model
What other data points do you need?

• Michael is a 16 year old 10th grade student. His
  8th grade ISAT data placed him at the Below
  Basic Level.
• Michaels progress report indicates that he is
  struggling to meet mastery in English,
  Pre-Algebra, Earth Science, and Western
  Civilization.
• Michaels school used AIMSweb to get a fluency
  rate.
• WPM put Michael at the 10th percentile.

31
Systemic Plan for Intervention

• What do teachers in your school do if a student
  is struggling?

32

• The teachers influence on student achievement
  scores is twenty times greater than any other
  variable, including class size and student
  poverty.

Fallon, 2003
33
System-wide Support

• If you put a good teacher up against a weak
  system the system will win every time.
• Michael Fullan

34
Systemic Intervention

• Have you established instructional profiles
  (Standard Protocols)?
• Is there catch up time built into the schedule?
• Is intervention pull-out or push-in?
• Is there a mechanism in place to contact parents?
• How often is progress measured?
• Have you established decision-making rules?
• How are students grouped during instruction?

35
SPEED Intervention Criteria

• Systematic school-wide
• Practical uses existing resources
• Effective available and operational early in the
  school year
• Essential agreed upon standards
• Directive mandatory, not invitational

Learning by Doing, 2006
36
Research on Improving Outcomes for Secondary
Students

• Smaller is better
• Cooperative Learning
• Universal Design (mastery of standards for all
  students)
• Apply what they have learned (in-class projects)
• Independent learning activities that require
  students to practice, review (homework)
• Long term projects

37
Physical Arrangement
38
Smaller is better/cooperative learning
Teacher
39
Smaller is better/but placement is important!
Teacher
40
Implementing the 3-Tier Model

• Comprehensive Assessment Plan
• Research based curricular materials aligned to
  state standards
• Systemic plan for intervention
• Collaboration between personnel

41
Educator Teams

• Develop Instructional Profiles
• Brainstorm possible interventions
• Optimize resources within the building
• Analyze progress monitoring data or formative
  assessments
• Celebrate success
• Share concerns

42
Steps to Implementation

• District level support
• Leadership Team within school
• Shared collaboration time
• Comprehensive Assessment Plan
• Research based curricular materials and
  strategies aligned to state standards
• Schedule that includes catch up time
• Small group instruction based on student needs

43
Start with Tier I

• High quality instruction in the regular classroom
  is likely to reach the greatest number of
  students.
• Build time into the schedule for acceleration and
  intervention.
• Ensure fidelity by creating a curriculum map.
• Institute progress monitoring.

44
Cautions

• Beware the appeal of mindless precedent
• System of intervention should be fluid
• Systems are most effective when they are
  supporting teams rather than individuals
• Common understanding
• No support system will compensate for bad teaching

45
Resources

• 3-Tier Professional Development Resources
  http//www.texasreading.org/3tier/materials.asp
• National Center for Student Progress Monitoring
  http//www.studentprogress.org/default.asp
• Principals Guide to Intervention
  http//www.ed.gov/programs/readingfirst/support

46
Resources

• Center on Innovation Improvement
  http//www.centerii.org/improvement/spotlights
• Best Practices Just for Kids http//www.just4kid
  s.org/en/research_policy/best_practices/about_prac
  tice.cfm

47
Resources

• Learning by Doing A Handbook for Professional
  Learning Communities at Work, Dufour, Dufour,
  Eaker, Many ISBN 978-1-932127-93-5
• National Association of State Directors of
  Special Education http//www.nasdse.org/Portals/0/
  SCHOOL.pdf

48
Resources

• Differentiated Instruction and Understanding by
  Design, Carol Ann Tomlinson, Jay McTighe
• Instructional Strategies Online (Saskatoon Public
  School Division) httpolc.spsd.sk.ca/DE/PD/instr/i
  nstrsk.html
• University of Virginia, httpcurryedschool.virgini
  a.edu

49
Idaho State Department of Education

• Marybeth Flachbart Student Achievement and
  School Accountability
• mbflachbart_at_sde.idaho.gov
• Nancy Thomas Price RTI
• nthomasprice_at_sde.idaho.gov
• Lisa Kinnaman, School Improvement
• lisakinnaman_at_boisestate.edu