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Module 4 : Tiered Instruction

Module 4 : Tiered Instruction . Adolescent Literacy – Professional Development. Unit 1, Session 4. Overview of Tier 3 Instruction. 4.1.4. Session Overview. Unit 1, Session 4 Questions : How is Tier 3 different from Tier 2? Who is involved in Tier 3 interventions?

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Module 4 : Tiered Instruction

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

  2. Overview of Tier 3 Instruction 4.1.4

  3. Session Overview • Unit 1, Session 4 Questions: • How is Tier 3 different from Tier 2? • Who is involved in Tier 3 interventions? • What is the role of special education in Tier 3 interventions? • Unit 1, Session 4 Objectives: For participants to … • Understand the difference between Tier 2 & Tier 3 • Understand best practices for Tier 3, as well as who performs these interventions • Understand the next step after Tier 3 interventions

  4. Warm-Up: Reviewing the Reading • Ervin (2010) from the RTI Action Network website. • List the characteristics of a student requiring Tier 3 interventions. • List the ways in which these students can be formally identified.

  5. What is Tier 3? • Intense level of instruction – replaces Tier 2 to better augment Tier 1 instruction • Preferably one-on-one instruction • Usually in a pull-out setting • Increase in intervention instructional time and number of sessions from Tier 2

  6. Tier 2 vs. Tier 3 • Tier 3 is meant to intensify the Tier 2 experience. • The following is one model to demonstrate the basic difference between these two levels of intervention. Adapted from Howard (2009)

  7. Who is involved in Tier 3? • Collaboration with classroom teacher, support by special education instructors • Tier 3 services provided by special education personnel: • Title 1 teacher • Special education teacher • Reading specialist

  8. Special Education & Tier 3 • Benefits of considering Tier 3 as the last stage before special education placement • Students can be given Tier 3 instruction without a lengthy referral process • It gives one more opportunity to intensify instruction before determining placement • Provides more data to accurately determine the need for special education services

  9. Tier 3 in Secondary Schools • What would Tier 3 look like in middle or high school with consideration of: • Time • Materials • Personnel • Other Considerations

  10. Key Elements of Tier 3 • Scaffolded Lessons: Build on previous skills for reinforcement. • Wise use of time: Every minute should be spent on reading instruction. • Flexibility: Tier 3 looks different for every student. • Experience: Teacher training and expertise in literacy instruction. • Collaboration: Build Tier 3 interventions based on the structure and content of Tiers 1 & 2.

  11. Successful Tier 3 Practices • Modeling and demonstrating skills • Prompting and cuing for student responses • Reinforcing existing knowledge • Providing ongoing feedback • Engaging students in the learning process • Dividing tasks into manageable parts • Reviewing and repeating skills

  12. Scheduling Logistics of Tier 3 When can Tier 3 interventions take place? Where should Tier 3 interventions take place? Outside of the regular classroom (pull-out group) • Not during direct reading instruction in the child’s regular classroom • During reading activities in subject area classes • Before/after school • More frequently than Tier 2 interventions

  13. Assessment at Tier 3 • Greater frequency of progress monitoring than in Tier 2 to ensure appropriate level of instruction. • All of the students and instructors should be involved in assessments. • Make decisions about the need for formal assessments & special education placement.

  14. Goals of Tier 3 Intervention • Provide a final layer of intense instruction that is targeted at overall literacy skills • Provide information to decide the necessity of special education placement

  15. The Next Step Literacy skills improve to such a level that the student can continue Tier 1 intervention in the regular classroom OR It is determined that the student would benefit from more time with Tier 2 interventions OR Special education placement

  16. Wrap-Up • Things to Remember: • Tier 3 is implemented by reading specialists in collaboration with general education teachers and the school’s TI decision making team. • Tier 3 interventions augment, but do not replace, Tier 1 classroom interventions. • Tier 3 is intense, individualized instruction that is meant to be a final level of intervention before assessing the need for special education.

  17. Having the Conversation • Consider the Situation: If students in your class required Tier 3 interventions • When would this time be built into your daily schedule? • What would you as the classroom teacher need to do to make sure that you provided instruction that is consistent with the Tier 3 lessons?

  18. For Next Time • What have you learned? • What questions do you still have?

  19. References Ervin, R. (2010). Considering tier 3 within a response-to-intervention model. Retrieved from http://www.rtinetwork.org/Essential/TieredInstruction/Tier3/ar /ConsideringTier3 Howard, M. (2009). RTI From All Sides: What Every Teacher Needs to Know. Portsmouth, NH: Heinemann. Stecker, P. (2007). Tertiary intervention: Using progress monitoring with intensive services. Teaching Exceptional Children, 5057. Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.

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