Module 4 : Tiered Instruction

1. Module 4: Tiered Instruction Adolescent Literacy – Professional Development Unit 1, Session 3

2. Overview of Tier 2 Instruction 4.1.3

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 2 • Understand the components of Tier 2 interventions, as well as its goals • Consider how to schedule Tier 2 interventions

4. 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?

5. 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.

6. Who is involved in Tier 2? • Tier 1 intervention teacher (regular education instructor) • Reading specialists, as needed • Other special education instructors, as needed MAIN CONCERN: Instructors working with small groups at Tier 2 should be trained/qualified in literacy instruction.

7. Tier 2 Instruction Model Ongoing Assessment Howard (2009)

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

9. Supplementary Resources • Flexible use of research-based programs • Program 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.

10. Intensive Targeted Support • Choose texts that meet student reading level • Focus on enhancing literacy skills • Phonemic awareness • Phonics • Vocabulary • Fluency • Comprehension • Use one text to practice several skills

11. Activity: Intervention vs. Remediation • Use the handout in the Participant’s Resource Packet • Brainstorm the key differences

12. Remediation vs. Intervention Remediation Intervention Enhances classroom reading instruction Approach varies according to need Focuses on the reading process Coordination with general education Fast-paced instruction to promote acceleration • Replaces classroom reading instruction • Pull-out program • Targets a single isolated skill • Separation from general education • Slow-paced instruction that waters down the curriculum Adapted from Howard (2009)

13. Scheduling Logistics of Tier 2 When can Tier 2 interventions take place? 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) • 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

14. Team Decision Making & Collaboration • Provides multiple viewpoints to accurately determine next steps for each student • TI team is made up of: • Administrators • Instructing teachers • Others involved with intervention (specialists, etc.) • Decisions should focus on data collected during formal and informal assessments

15. 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.

16. Goals of Tier 2 Intervention • Only 1020% 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 1012 weeks.

17. 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.

18. 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.

19. Wrap-Up Activity • In Tier 2 instruction, what is the role of the… • Classroom teacher? • Special educator or literacy specialist?

20. For Next Time • Read pages 1217 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?

21. References Howard, 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, 4046. Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.