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Tier Model by sanmelody

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									3-Tier Model

   Reducing Academic Difficulties by
   providing Immediate, Intensive
   Intervention
Nine Characteristics of High
Performing Schools
 1.   Clear and shared focus
 2.   High standards and expectations for all students
 3.   Effective school Leadership
 4.   High levels of collaboration and communication
 5.   Curriculum, instruction and assessments aligned
      with state standards
 6.   Frequent monitoring of learning and teaching
 7.   Focused professional development
 8.   A supportive learning environment
 9.   High levels of family and community involvement
3-Tier Model

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

    Preventing Reading Difficulties:
     A 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
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
Goals of the 3-Tier Model


    Increase the percentage of students “at grade
    level” each year at each grade level from
    kindergarten through third grade


    Decrease the percentage of students with
    serious difficulties each year at each grade level

                                     Torgesen, 2008
Later Intervention is Less Efficient and Often
Less Effective


  According to NICHD Branch of the
  National Institutes of Health
        It takes four times as long to intervene in 4th
         grade as it does to intervene in late
         Kindergarten
                              2 hours per
                                  Day
            30 mins/day
                               4th grade
               Late K
Content to Cover to Reach / Maintain
Grade Level Performance
    Grade        K.0   K.5   1.0   1.5   2.0   2.5   3.0   3.5
  Content to
    Cover

 GL 1st grader
 SR 1st grader
 HR 1st grader

 GL 2nd grader
 SR 2nd grader
 HR 2nd grader
 HR 2nd grader
Tier I – Core Classroom Instruction

  Curriculum grounded in scientifically-
   based research
  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
Tier I – Core Classroom Instruction

    Focus      All students
    Curriculum Scientifically-based instruction and
               curriculum
    Grouping   Multiple formats to meet student needs
    Time       90 minutes per day minimum
    Assessment Assessment at beginning, middle,
               and end of the academic year
    Instructor General education teacher
    Setting    General education classroom
                                          Sharon Vaughn
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.
Tier II – Small Group Intervention
   Focus      Students identified with marked reading
              difficulties, not responding to Tier I efforts
   Curriculum Specialized scientifically-based reading
              instruction
   Grouping   Homogeneous small group instruction
   Time       60-90 minutes per day in addition to Tier I
   Assessment Assessments and progress
              monitoring every 2-4 weeks
   Instructor General education teacher, interventionist
   Setting    Outside or inside classroom

                                         Sharon Vaughn
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.
Tier III – Intensive Intervention
   Focus      Students identified with marked reading
              difficulties, not responding to Tier I and
              Tier II efforts
   Curriculum Individualized and responsive intervention
              emphasizing the critical elements of reading
   Grouping   Homogeneous small group instruction (1 to 3)
   Time       Minimum of 90 minutes per day
   Assessment Assessments and weekly progress
              monitoring
   Instructor Highly skilled
   Setting    Outside or inside classroom
3-Tiered Instruction

       5 % Intensive

                       15 % Supplemental




                           80 % Core
To meet the needs of all learners:
4-Tiers of Instruction
        Intensive


                       Strategic/
                       Supplemental


                            Benchmark/
  Advanced                  Grade Level
                                     Grade Level

              Basic




   Below Basic                             Advanced




percentiles           20   40   50    75
Your ISAT or IRI 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?
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?
    Moving below basic students to basic?
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 students to
   Tier II
Implementing the 3-Tier Model


  Comprehensive Assessment Plan
  Research based curricular materials
   aligned to state standards
  Systemic plan for intervention
  Collaboration between personnel
Implementing the 3-Tier Model


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

Assessment   Time Frame         Students                   Main Purposes
                                Assessed
Screening    Beginning of       All Students          • Determine risk status
             School Year                              • Determine instructional groups
                                                      • Help teachers differentiate
                                                        instruction based upon identified
                                                        instructional needs

Diagnostic    As Needed      Selected Students        • Help plan instruction
                             (when more information   • Help teachers differentiate
                              is needed for program     instruction based upon identified
                                    planning)           instructional needs

 Progress    Determined by      All Students          • Determine if students are making
                                                        adequate progress with current
Monitoring    Risk Status                               instruction
                                                      • Inform schoolwide action plans

 Outcome     End of School      All Students          • Give school leaders and
                                                        teachers feedback about the
                 Year                                   overall effectiveness of their
                                                        reading program
                                                      • Inform schoolwide action plans
Your Comprehensive Assessment Plan
 Purpose     Assessments   Assessment   Students
                             Window     Assessed
 Screening



Diagnostic



 Progress
Monitoring

 Outcome
                          Activity Model

Michael     What other data points do you
                       need?

    Michael is a third grade student. His second grade
     data indicated an overall reading score at the 22nd
     percentile which placed him at the “Below Grade
     Level.”
    Michael’s recent screening information on reading
     fluency placed him in the strategic range reading 55
     wpm with 72% accuracy.
Implementing the 3-Tier Model

    Comprehensive Assessment Plan
  Research    based curricular
     materials aligned to state
     standards
  Systemic plan for intervention
  Collaboration between personnel
 http://www.sde.idaho.gov/adoptionguide
NCLB’s Definition of
“Scientifically Based”


  Use of rigorous, systematic and empirical
   evidence
  Adequacy of data analyses to test the
   stated hypothesis and justify the
   conclusions drawn
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
Do you have to purchase a core
program?
 No!
  Things to consider
    Do you have staff turnover?
    Do you have horizontal alignment between
     classrooms?
    Do you have vertical alignment across
     grades?
Implementing the 3-Tier Model


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

    What do teachers in your school do if a
     student is struggling?
                           Activity Model

Michael     What does your school have in
                 place for Michael?

    Michael is a third grade student. His second grade
     data indicated an overall reading score at the 22nd
     percentile which placed him at the “Below Grade
     Level.”
    Michael’s recent screening information on reading
     fluency placed him in the strategic range reading 55
     wpm with 72% accuracy.
    Michael was administered a phonics screener which
     indicated significant difficulty with mastery of vowel
     combinations and two-syllable words.
                                                              12
What systems do you have in
place?
                                      Grade Level

               Basic




    Below Basic                             Advanced




 percentiles           20   40   50    75
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?
Implementing the 3-Tier Model


  Comprehensive Assessment Plan
  Research based curricular materials aligned to
   state standards
  Systemic plan for intervention

    Collaboration between personnel
“The teacher’s influence on student
  achievement scores is twenty times
  greater than any other variable, including
  class size and student poverty.”
         Fallon, 2003
Grade Level Teams

  Develop Instructional Profiles
  Brainstorm possible interventions
  Optimize resources within the building
  Analyze progress monitoring data or
   formative assessments
  Celebrate success
  Share concerns
Steps to Implementation
    District level support
    Leadership Team within school
    Shared collaboration time
    Comprehensive Assessment Plan
    Research based curricular materials aligned to
     state standards
    Schedule that includes “catch up” time
    Small group instruction based on student
     needs
Start with Tier I

 High quality instruction in the regular
   classroom is likely to reach to
   greatest number of students
  Build time into the schedule for
   acceleration and intervention
  Ensure fidelity by creating a curriculum
   map
  Institute progress monitoring
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
    Principal’s Guide to Intervention
     http://www.ed.gov/programs/readingfirst/support
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
Idaho State Department of
Education
 Marybeth Flachbart – Student Achievement and
   School Accountability
   mbflachbart@sde.idaho.gov
 Nancy Thomas Price – RTI
   nthomasprice@sde.idaho.gov
 Lisa Kinnaman, School Improvement
   lisakinnaman@boisestate.edu
 Rosie Santana, Reading First
   rosiesantana@boisestate.edu

								
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