Implementing the 3Tier Reading Model

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Implementing the 3-Tier Reading Model

• Part 2

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Adaptation Categories
Lessons used to teach and reinforce skills and
concepts
Skills and concepts that are the focus of
teaching and learning
Instructional Content IC
Instructional Activity IA
Materials that are used to teach and reinforce
skills and concepts
Delivery of Instruction DI
Materials M
Procedures and routines used to teach
instructional activities
University of Texas Center for Reading and
Language Arts, 2003
3
Making Adaptations A Tier I Example

• After a Tier I whole class Alphabet Arc lesson,
  Mr. Yeng concluded that 20 students benefited
  from the instruction, but five were having
  difficulty

University of Texas Center for Reading and
Language Arts, 2003
4
Making Adaptations (cont.)

• During Tier I small group instruction, Mr. Yeng
  adapted the initial lesson for the five
  struggling students to help them master the TEKS
  instructional objective
• But despite this adaptation, two students still
  had difficulty

University of Texas Center for Reading and
Language Arts, 2003
5
Making Adaptations (cont.)

• Mr. Yeng decided to try a different lesson that
  targeted the same objective with the two
  struggling students, rather than continuing the
  Alphabet Arc lesson
• After the new lesson was presented, the two
  struggling students successfully achieved the
  TEKS objective of the initial Tier I lesson

University of Texas Center for Reading and
Language Arts, 2003
6
Summary of Tier I Adaptations

• Because Mr. Yeng monitored his students
  understanding of the targeted TEKS instructional
  objective and made adaptations to scaffold his
  instruction, all 25 students mastered the
  objective

Tier I Adapted Initial Lesson
Tier I New Lesson
Tier I Initial Lesson
100
Addresses the Same Instructional Objective
University of Texas Center for Reading and
Language Arts, 2003
7
Keep in Mind

• The purpose of the 3-Tier Reading Model is to
  provide an instructional framework aimed at
  preventing reading difficulties by catching
  struggling students early and providing the
  support they need
• Because the model incorporates assessment-driven
  Tier I instruction, teachers are able to identify
  students who are having difficulty mastering
  objectives
• Students receive the targeted, effective
  instruction they need to master critical concepts
  and skills

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Two-Minute Interview Activity
Objective Ask five different people to answer a
question about Tier I in five minutes or less

• Move around the room and ask each question to a
  different person
• If the answer is correct, record the response
• Have the person initial the response
• Then ask another question to a different person
• When all five questions are answered correctly by
  five different people, bring your completed
  handout to me

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• Tier II
• Intervention

20-30

• 30 Minutes of Daily Additional Reading
  Instruction
• Typically Lasts for 10 to 14 weeks

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Movement Through the Tiers
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Movement Through the Tiers (cont.)
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Movement Through the Tiers (cont.)
30
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Movement Through the Tiers (cont.)
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• Tier III
• Daily Intensive Intervention

5-10
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Do struggling readers who are placed in Tier III
continue to receive Tier II intervention?
FAQ 5

• No, struggling readers who require Tier III no
  longer receive Tier II intervention
• Tier III intervention is the next step for
  students with extreme reading difficulties who
  are not successful in Tiers I and II
• These students receive 90 minutes of Tier I
  instruction plus the more intensive Tier III
  intervention (30 minutes)

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Movement Through the Tiers
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Movement Through the Tiers (cont.)
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Movement Through the Tiers (cont.)
30
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Summary

• The 3-Tier Reading Model is
• A commitment to providing quality reading
  instruction for all students
• A prevention model that focuses on early
  intervention for struggling students through
  assessment-driven differentiated instruction
• An instructional framework that emphasizes
  reading programs and practices grounded SBRR