Comprehensive Reading Model

1. Comprehensive Reading Model Teaching Reading Sourcebook 2nd edition

2. Three-Tier Model • The Three-Tier Model is a model of prevention, linking scientifically-based research to practice, assessment, and professional development. • In schools that serve large numbers of disadvantaged students, the triangle of the Three-Tier Model may be inverted.

3. Tier I: Core Reading Program • Instructional Goal: Insure that the majority of students’ needs are met with the implementation of a research-based core program, which focuses on the five essential reading components. • Assessment: includes screening, progress monitoring, end of year outcome assessment, and specific core reading program assessments • Professional Development: focus on teaching of core reading program through initial, advanced, and follow up training; in-class coaching and lesson modeling; adequate planning time, assessment administration and data analysis; additional time to discuss student data and plan for instruction

4. Tier II: Strategic Supplemental Intervention • Instructional Goal: additional assistance to enable students to be successful in Tier I, through more intensive, explicit instruction in small groups; beyond core reading block through preteaching, reteaching, and targeted review • Assessment: students are identified as strategic on screening assessment; progress monitoring administered biweekly, targeting essential reading skills • Professional Development: tied to curriculum and students’ specific needs; focus on assessment administration and data analysis; training for supplementary programs; additional time for discussion of data and planning instruction; in-class coaching

5. Tier III: Intensive Intervention • Instructional Goal: specifically designed instruction for students significantly below grade level, despite Tier I and Tier II efforts; instructional focus on accelerating learning to close the gap; may include students needing special education services • Assessment: students identified as intensive on screening assessment; progress monitoring administered weekly/biweekly; diagnostic assessments to determine areas of strengths and weaknesses and to target instruction • Professional Development: tied to curriculum and students’ specific needs; focus on assessment administration and data analysis; focus on accelerating student progress; additional time to discuss data, plan instruction; in-class coaching

6. Response to Intervention RtI • RtI is part of Federal legislation (IDEA) for identifying special education placement. • IDEA advocates the RtI process as an alternative to using the discrepancy between IQ and achievement to identify learning disabilities and determine student eligibility for special education services. • Early intervention for allstudents is the focus of RtI. • Whether or not they have a formal learning disability, students receive targeted instructional intervention to meet their specific learning needs. • Problem-Solving Teams provide structure for classroom, intervention, and special education teachers to work together to make instructional decisions and evaluate interventions through a problem-solving method.

7. Planning for the Implementation of a Comprehensive Reading Model • Choose a reading program and prepare staff. • Design a comprehensive assessment system. • Create a problem solving model. • Develop a plan for three tiered interventions. • Provide professional development. • Develop a procedure for monitoring program implementation.