Pearson Copyright 2007 3 Tier Reading Model 3/26/08.

Pearson Copyright 2007

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

TIER 2

Supplemental Reading Instruction

Additional 30 min

20-30% of students

-Mix of Whole Group and Small Group Instruction-Exposure to Grade Level Standards and Priority Skills

-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


Considerations for Implementing the Three Tiers

• Student Eligibility• Setting• Instructor• Timing• Group Size• Group Composition

• Instructional Techniques

• Programs/Materials• Monitoring Progress• Exit Criteria


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

Minutes of Tier 1 Instruction

30

60

Whole Group Instruction

Small Group Instruction


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 InstructionEffective 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.


Reading Street Components for Tier 2

Using Strategic Lessons During Tier 1 and Tier 2 Instruction

IF… Tier 1 Tier 2

Students begin to acquire skills during whole group lesson, but the teacher suspects that students will require additional support in specific areas…

Teach all components of strategic lesson. Clarify student misconceptions in each area. Identify one lesson component requiring additional instructional focus.

Focus on re-teaching one lesson component from the strategic lesson. Increase explicitness and intensity of instruction.

If students have a short attention span and require a variety of activities to maintain engagement…

Teach all components of strategic lesson.

Provide additional opportunities for in depth practice for each lesson component. Increase explicitness and intensity of instruction.

If cognitive load is too demanding for students to include all lesson components in one sitting…

Teach one or two lesson components in depth. Increase explicitness and intensity of instruction.

Teach remaining lesson components in depth. Increase explicitness and intensity of instruction.

Students are not making adequate progress and require instruction several levels lower than the below level text…

Teach all components of strategic lesson. Increase explicitness and intensity of instruction.

Identify instructional level text from the online leveled library to provide “just right” instruction. Increase explicitness and intensity of instruction.


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 InstructionTier 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.


Materials for Tier 3


ReferencesMacInnis, 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 RegurDirector of Instructional Services,

Literacy and [email protected]

(714) 323-0779

Pearson Copyright 2007 3 Tier Reading Model 3/26/08.

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