Reducing Reading Difficulties for Kindergarten Through Third Grade Students Shari Levy, Ph.D.

2. To help participants better understand the 3-Tier Reading Model To present 3-Tier instructional guidelines To provide opportunities to practice using assessment data to make informed decisions about students� needs, 3-Tier instruction and intervention, reading programs, and professional development Objectives

3. No, the 3-Tier Reading Model is a prevention model that: Provides an instructional framework for delivering assessment-driven, differentiated instruction to all students, including students at risk for and with reading difficulties Focuses on reading instruction that uses scientific research-based core, supplemental, and intervention reading programs Identifies struggling students and provides the support (additional instruction/intervention) they need Is the 3-Tier Reading Model a new Reading First program?

4. What are the roles of assessment in the 3-Tier Reading Model?

5. Tier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development Tier II: Intervention (additional reading instruction) and frequent progress monitoring (e.g., every 2 weeks) that struggling readers receive Tier III: More intensive intervention and frequent progress monitoring (e.g., every 2 weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and IITier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development

6. FAQ #3 Classroom teachers provide Tier I core classroom reading instruction for all students Each school determines who teaches students in Tier II & III Tier II and III--(e.g., classroom teacher, specialized reading teacher, special education teacher) and Tier III intervention (e.g., specialized reading teacher, special education teacher) Tier II and III--(e.g., classroom teacher, specialized reading teacher, special education teacher) and Tier III intervention (e.g., specialized reading teacher, special education teacher)

7. 3-Tier Instruction = Differentiated Instruction Differentiated instruction IS: Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping (changing group membership based on student progress, interests, and needs) Matching instructional materials to student ability Tailoring instruction to address student needs Differentiated instruction IS NOT: Using only whole class instruction Using small groups that never change Using the same reading text with all students Using the same independent seatwork assignments for the entire class

8. FAQ #4 Tier I�A variety of grouping formats (e.g., individual, pairs, small groups, and whole group) Tier II�Same-ability small groups of three to five students Tier III�Same-ability small groups of three students or fewer, depending on student needs

10. Focus on improving the core classroom reading instruction (Tier I) that all students receive Provide high-quality intervention (Tier II) for struggling readers Participate in ongoing professional development to enhance classroom implementation of SBRR practices First Steps for Implementing the 3-Tier Reading Model

11. Involves the assessment of ALL students three times per year (at the beginning, middle, and end) to: Guide instructional decision-making Monitor student progress Identify struggling students who need intervention Improving Tier I Reading Instruction

12. Key Elements of Tier I Reading Instruction Core classroom reading instruction that focuses on the grade-specific essential reading components (based on SBRR) Systematic assessment of ALL students three times per year Ongoing professional development to provide teachers with the necessary tools to ensure every student receives high-quality reading instruction

13.  Incorporates the five essential components of effective reading instruction Dreview the 5 components with the--give them activities--maybe one or two sample videosDreview the 5 components with the--give them activities--maybe one or two sample videos

19. A First Grade Scenario Activity James is NOT identified as at risk for reading difficulties on the BOY assessments, so he is only receiving Tier I instruction By late October, James is falling behind and having difficulty blending letter sounds to read CVC words During Tier I small group instruction, James struggles when reading decodable words even with extensive review and practice opportunities He guesses at words, rather than focusing on letter sounds to decode them

20. Improving Tier I instruction involves using assessment data to make informed instructional decisions related to: Grouping students Planning targeted instruction Monitoring students� understanding and mastery of curriculum objectives Scaffolding instruction RememberThe 3-Tier Reading Model goes beyond giving assessments

21. Determine which reading concepts and skills students have NOT mastered Using Assessment Data

22. Use assessment data to: Group students for Tier I instruction Identify the instructional focus for each group Grouping for Tier I Instruction

23. Grouping for Tier I Instruction (cont.) Some core reading programs incorporate a considerable amount of time for whole group instruction Discuss ways to group for instruction within these programs with your school�s instructional leaders and/or other technical assistance providers

24. Explicit instruction�Overtly teaching each step through teacher modeling and many examples Systematic instruction�Dividing lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills Ample practice opportunities�Providing many opportunities for students to respond and demonstrate what they are learning Immediate feedback�Incorporating feedback (from teacher or peers) during initial instruction and practice

25. Examples and Non-Examples The teacher says: �Listen to all of the sounds in this word. She holds up one finger for each sound as she says it: �/k/ /a/ /t/.� She asks: �How many sounds are in this word?� Then the teacher says: �Now, I�ll say the sounds and you will blend them for me: /k/ /a/ /t/. What�s the word?� The teacher says:�What sound does a make?� �What sound does m make?� She writes the word am on the board or overhead and asks: �What is this word?�

26. Examples and Non-Examples (cont.) The teacher says: �Listen to these words: pig, dip, spit. What sound do all of these words have in common?� With a small group, the teacher conducts a picture walk before students read a story. He stops on each page and asks students to describe what they think is happening. Then he asks them to predict what they think will happen on the next page. As the teacher and students turn each page, he stops and asks them to relate what they see happening in the picture to their earlier predictions. At the end of the story, the teacher asks students to predict how they think the story will end and what they might learn from it.

27. Examples and Non-Examples (cont.) The teacher writes ten pre-selected vocabulary words on the board from the story. Students look up the words in the glossary, write definitions, and use the words in sentences. The teacher has students chorally read a text aloud as a whole group. Then, she has students read the same text silently on their own. When students write an incorrect response, the teacher says: �The sounds in trap are /t/ /r/ /a/ /p/. Watch as I write the first sound: /t/. Watch as I write the next sound: /r/. Watch as I write the third sound: /a/. Watch as I write the last sound: /p/. What word did I spell? Yes, trap.�

28. During Tier I instruction, monitor students� understanding and mastery of targeted objectives Scaffold instruction to provide the support students need�DON�T WAIT Make adaptations to Tier I lessons