Module 4 : Tiered Instruction

Module 4: Unit 1, Session 3

MODULE 4: TIERED INSTRUCTION

Adolescent Literacy – Professional DevelopmentUnit 1, Session 3

Module 4: Unit 1, Session 3

OVERVIEW OF TIER 2 INSTRUCTION

4.1.3

Module 4: Unit 1, Session 3 3

Session Overview Unit 1, Session 3 Questions:

What does Tier 2 instruction look like?How should Tier 2 instruction be implemented?Who is involved in Tier 2 interventions?

Unit 1, Session 3 Objectives: For participants to…Understand the roles of classroom teachers and special

educators at Tier 2Understand the components of Tier 2 interventions, as

well as its goalsConsider how to schedule Tier 2 interventions

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Warm-Up: Discuss Flexible Scheduling

Situation: Small group reading time to assist struggling readers has to be incorporated into the daily schedule of your school.

When can this be done? How can it be done consistently?

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What is Tier 2?

Strategic level of instruction – small groups of students with similar literacy deficits work to strengthen overall literacy skills.

Tier 2 interventions augment (not replace) Tier 1 interventions.

Temporary support system for additional, more individualized attention before decisions about referral to Tier 3 or Tier 1.

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Who is involved in Tier 2?

Tier 1 intervention teacher (regular education instructor)

Reading specialists, as neededOther special education instructors, as needed

MAIN CONCERN: Instructors working with small groups at Tier 2 should be trained/qualified in literacy instruction.

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Tier 2 Instruction Model

Supplementary Resources

Intensive Targeted Support

Team Decision

Making & Collaboration

Ongoing AssessmentHoward (2009)

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Review the Reading

Use the “text-rendering” protocol to review the Vaughn & Roberts (2007) reading.

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Supplementary Resources

Flexible use of research-based programsProgram materials chosen must be

consistent with student literacy needs.Guided readings within a subject area

Choose quality texts Consider student interests

Keep structure of resources and activities consistent with Tier 1 interventions.

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Intensive Targeted Support

Choose texts that meet student reading levelFocus on enhancing literacy skills

Phonemic awarenessPhonicsVocabularyFluencyComprehension

Use one text to practice several skills

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Activity: Intervention vs. Remediation

Use the handout in the Participant’s Resource Packet

Brainstorm the key differences

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Remediation vs. Intervention

Remediation Replaces classroom reading

instruction Pull-out program Targets a single isolated skill Separation from general

education Slow-paced instruction that

waters down the curriculum

Intervention Enhances classroom reading

instruction Approach varies according

to need Focuses on the reading

process Coordination with general

education Fast-paced instruction to

promote accelerationAdapted from Howard (2009)

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Scheduling Logistics of Tier 2When can Tier 2 interventions take place?

Not during direct reading instruction in the student’s regular classroom

During reading activities in subject area classes

Before/after school Time blocks can be

increased or decreased as needed

Where should Tier 2 interventions take place?

In the regular classroom, separate from direct reading instruction time

Outside of the regular classroom (pull-out group)

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Team Decision Making & Collaboration

Provides multiple viewpoints to accurately determine next steps for each student

TI team is made up of:AdministratorsInstructing teachersOthers involved with intervention (specialists,

etc.)Decisions should focus on data collected

during formal and informal assessments

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Assessment at Tier 2

Greater frequency of progress monitoring to ensure appropriateness of Tier 2 interventions.

Adjust intervention techniques based on ongoing informal assessments during Tier 2 to address student needs.

All of the student’s instructors should be involved in assessments (variety of viewpoints).

Make decisions about the need for formal assessments.

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Goals of Tier 2 Intervention

Only 1020% of students require Tier 2 intervention after Tier 1 instruction.

Provide intense instruction that is targeted at overall literacy skills.

Temporary intervention; continual assessment needed to start to determine next steps within 1012 weeks.

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The Next Steps

Different for each student.Maintain flexibility of student movement

within tiers as student responsiveness is noted.

Refer students to Tier 3 as the need for more intense instruction is noted.

Successful students continue with Tier 1 in their classroom after sufficient progress.

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Wrap-Up

Things to Remember:Tier 2 is implemented by general education

teachers in collaboration with other instructors, depending on student needs.

Tier 2 interventions augment, but do not replace, Tier 1 classroom interventions.

Tier 2 involves temporary instruction; ongoing assessment decides the direction of each student’s literacy needs.

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Wrap-Up Activity

In Tier 2 instruction, what is the role of the…Classroom teacher?Special educator or literacy specialist?

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For Next TimeRead pages 1217 in “Interventions for Adolescent

Struggling Readers: A Meta-Analysis with Implications for Practice” (2007).

In your opinion, what are the three most important ways in which adolescents can benefit from interventions?

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ReferencesHoward, M. (2009). RTI From All Sides: What Every Teacher Needs to Know.

Portsmouth, NH: Heinemann.

Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007) Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Vaughn, S, & Roberts, G. (2007). Secondary interventions in reading: providing additional instruction for students at risk. Teaching Exceptional Children, 4046.

Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.