3tier presentation part 1 1605 Project Focus

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Implementing the 3-Tier Reading Model
Reducing Reading Difficulties for Kindergarten
Through Third Grade Students Shari Levy, Ph.D.
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Objectives

• To help participants better understand the 3-Tier
  Reading Model
• To present 3-Tier instructional guidelines
• To provide opportunities to practice using
  assessment data to make informed decisions about
  students needs, 3-Tier instruction and
  intervention, reading programs, and professional
  development

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Is the 3-Tier Reading Model a new Reading First
program?
FAQ 1

• No, the 3-Tier Reading Model is a prevention
  model that
• Provides an instructional framework for
  delivering assessment-driven, differentiated
  instruction to all students, including students
  at risk for and 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

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What are the roles of assessment in the 3-Tier
Reading Model?
FAQ 2
The 3-Tier Reading Model goes beyond the
administration of assessments

• In Tier I, assessments given three times per year
  are used to guide instructional decision-making
  (e.g., determine if students are making adequate
  progress toward grade-level benchmarks or
  objectives) and identify students who need
  intervention
• In Tiers II and III, frequent progress monitoring
  (e.g., every 2 weeks) is used to track student
  progress and inform instruction

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3-Tier Reading Model
Core classroom instruction
I
All students
II
Approximately 2030 of students
Intervention
III
Approximately 510 of students
Intensive intervention
(may include special education students)
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FAQ 3
Who provides instruction in each tier?

• Classroom teachers provide Tier I core classroom
  reading instruction for all students
• Each school determines who teaches students in
  Tier II III

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3-Tier Instruction Differentiated Instruction

• Differentiated instruction IS
• Using assessment data to plan instruction and
  group students
• Teaching targeted small groups
• Using flexible grouping (changing group
  membership based on student progress, interests,
  and needs)
• Matching instructional materials to student
  ability
• Tailoring instruction to address student needs

• Differentiated instruction IS NOT
• 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

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FAQ 4
What grouping formats are recommended for each
tier?

• Tier IA variety of grouping formats (e.g.,
  individual, pairs, small groups, and whole group)
  
• Tier IISame-ability small groups of three to
  five students
• Tier IIISame-ability small groups of three
  students or fewer, depending on student needs

The 3-Tier Reading Model incorporates flexible
grouping practices to group and regroup students
based on their progress, interests, and changing
needs
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Tier I Core Classroom Reading Instruction
All Students
Minimum 90 Minutes of Daily Instruction
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First Steps for 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 SBRR
  practices

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Improving Tier I Reading Instruction

• Involves the assessment of ALL students three
  times per year (at the beginning, middle, and
  end) to
• Guide instructional decision-making
• Monitor student progress
• Identify struggling students who need
  intervention

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Key Elements of Tier I Reading Instruction

• Core classroom reading instruction that focuses
  on the grade-specific essential reading
  components (based on SBRR)
• Systematic assessment of ALL students three times
  per year
• Ongoing professional development to provide
  teachers with the necessary tools to ensure every
  student receives high-quality reading instruction

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Tier I Reading Instruction

• Incorporates the five essential components of
  effective reading instruction

K 1 2 3 Phonemic Awareness v v Phonics
v v v v Fluency v v v Vocabulary v v v v
Comprehension v v v v
National Reading Panel, 2000
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• Most children do NOT learn to read or spell
  naturally but instead learn from instruction
• Good word identification instruction does NOT
  include guessing words from context or picture
  cues

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• Instructional time spent on independent, silent
  reading with minimal guidance or feedback has NOT
  currently been confirmed by research to improve
  reading fluency
• Guided repeated oral reading is NOT the same
  instructional practice known as Guided Reading

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• Assessing comprehension is NOT effective
  comprehension instruction
• Effective reading instruction is NOT adding one
  new program after another to programs already in
  your school without determining each ones
  alignment with SBRR

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Movement Through the Tiers
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Movement Through the Tiers (cont.)
Minutes Per Day
90
Tier I
Tier II, Round 1
Tier II, Round 2
Tier III
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A First Grade Scenario Activity

• James is NOT identified as at risk for reading
  difficulties on the BOY assessments, so he is
  only receiving Tier I instruction
• By late October, James is falling behind and
  having difficulty blending letter sounds to read
  CVC words
• During Tier I small group instruction, James
  struggles when reading decodable words even with
  extensive review and practice opportunities
• He guesses at words, rather than focusing on
  letter sounds to decode them

Based on the information above, should James
continue to receive only Tier I instruction until
the MOY assessments are given? Why or why not?
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RememberThe 3-Tier Reading Model goes beyond
giving assessments

• Improving Tier I instruction involves using
  assessment data to make informed instructional
  decisions related to
• Grouping students
• Planning targeted instruction
• Monitoring students understanding and mastery of
  curriculum objectives
• Scaffolding instruction

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Using Assessment Data

• Determine which reading concepts and skills
  students have NOT mastered

ExampleTPRI K2 Early Reading Assessment
(Revised 2003-2004)
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Grouping for Tier I Instruction

• Use assessment data to
• Group students for Tier I instruction
• Identify the instructional focus for each group

• Remember
• Incorporate a variety of grouping formats (e.g.,
  individual, pairs, small groups, and whole group)
  
• Use flexible grouping practices (group and
  regroup students based on their progress,
  interests, and changing needs)

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Grouping for Tier I Instruction (cont.)

• Some core reading programs incorporate a
  considerable amount of time for whole group
  instruction
• Discuss ways to group for instruction within
  these programs with your schools instructional
  leaders and/or other technical assistance
  providers

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FAQ 6
What are the features of effective Tier I lessons?

• Explicit instructionOvertly teaching each step
  through teacher modeling and many examples
• Systematic instructionDividing lessons and
  activities into sequential, manageable steps that
  progress from simple to more complex concepts and
  skills
• Ample practice opportunitiesProviding many
  opportunities for students to respond and
  demonstrate what they are learning
• Immediate feedbackIncorporating feedback (from
  teacher or peers) during initial instruction and
  practice

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Examples and Non-Examples

• The teacher says Listen to all of the sounds in
  this word. She holds up one finger for each sound
  as she says it /k/ /a/ /t/. She asks How
  many sounds are in this word? Then the teacher
  says Now, Ill say the sounds and you will
  blend them for me /k/ /a/ /t/. Whats the word?
• The teacher saysWhat sound does a make? What
  sound does m make? She writes the word am on
  the board or overhead and asks What is this
  word?

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Examples and Non-Examples (cont.)

• The teacher says Listen to these words pig,
  dip, spit. What sound do all of these words have
  in common?
• With a small group, the teacher conducts a
  picture walk before students read a story. He
  stops on each page and asks students to describe
  what they think is happening. Then he asks them
  to predict what they think will happen on the
  next page. As the teacher and students turn each
  page, he stops and asks them to relate what they
  see happening in the picture to their earlier
  predictions. At the end of the story, the teacher
  asks students to predict how they think the story
  will end and what they might learn from it.

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Examples and Non-Examples (cont.)

• The teacher writes ten pre-selected vocabulary
  words on the board from the story. Students look
  up the words in the glossary, write definitions,
  and use the words in sentences.
• The teacher has students chorally read a text
  aloud as a whole group. Then, she has students
  read the same text silently on their own.
• When students write an incorrect response, the
  teacher says The sounds in trap are /t/ /r/ /a/
  /p/. Watch as I write the first sound /t/.
  Watch as I write the next sound /r/. Watch as I
  write the third sound /a/. Watch as I write
  the last sound /p/. What word did I spell?
  Yes, trap.

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Scaffolding Tier I Instruction

• During Tier I instruction, monitor students
  understanding and mastery of targeted objectives
• Scaffold instruction to provide the support
  students needDONT WAIT
• Make adaptations to Tier I lessons