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Quincy Public Schools The Three Tier Reading Model

Quincy Public Schools The Three Tier Reading Model. By: Erin Perkins Colleen Dufresne Janet Baglione. Literacy Program Mission Statement. Promote comprehensive reading development Provide intervention as early as possible to ensure student success

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Quincy Public Schools The Three Tier Reading Model

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  1. Quincy Public SchoolsThe Three Tier Reading Model By: Erin Perkins Colleen Dufresne Janet Baglione

  2. Literacy Program Mission Statement • Promote comprehensive reading development • Provide intervention as early as possible to ensure student success • Provide targeted instruction to meet individual student needs • Frequent monitoring of progress

  3. Quincy Public Schools Literacy Staff Full time staff: • Lincoln Hancock (3 FT/2 PT), Clifford Marshall (4), Merrymount (1), Montclair (2), Parker (2), Snug Harbor (2), Squantum (1), Wollaston (1) Part time staff: • Atherton Hough, Beechwood, Bernazzani (.5)

  4. Students we serve Intervention with K-3 scoring primarily in the at risk category according to DIBELS Next (tier 3) • 2013-2014 • 651 students serviced district-wide

  5. What is the Three Tier Reading Model? • An instructional and intervention model designed to meet the instructional needs of all young readers. • Aimed at identifying struggling readers BEFORE they fall behind • Provides struggling readers with support throughout the first four years of schooling

  6. The Three Tier Model The model has three levels or “tiers” of instruction: • Tier I – Core Classroom Instruction • Tier II – Supplemental Instruction • Tier III – Instruction for Intensive Intervention

  7. Professional Development and Program Support Training for Literacy Team • Review existing programs • Provide new training Training for Classroom Teachers • Small group differentiated instruction Collaboration with classroom teachers and other specialists • Understanding Data • Differentiating Instruction

  8. Measures of Student Achievement Dynamic Indicator of Basic Early Literacy Skills (DIBELS) • Assesses-Word Recognition and Oral Reading Fluency Group Reading Assessment and Diagnostic Evaluation (GRADE) • Assesses-Reading Comprehension Developmental Reading Assessment (DRA) • Assesses- Accuracy, Fluency and Comprehension Grades K-3

  9. Measures of Achievement Continued Observation Survey (Marie Clay) • Assesses – Early Literacy Skills (Grade 1) Comprehensive Test of Phonological Processing (CTOPP) • Assesses – Phonological Awareness, Phonological Memory and Rapid Naming Program Specific Assessments

  10. Students K-5 scoring in the Three Tiers, Spring 2013 Number of students tested: K - 702 1 – 722 2 – 681 3 – 685 4 – 659 5 – 419 • 3,868 Students tested

  11. Fall 2013 Dibels scores K - 3

  12. GRADE Results 2012-2013 for Grade 2 • Students scoring in stanines 7-9

  13. GRADE Results 2012-2013 for Grade 3 • Students scoring in stanines 7-9

  14. Progress Monitoring Two types of Progress Monitoring: • Benchmark Assessments (DIBELS Next and GRADE) • Three times per year (Fall, Mid-Winter, Spring) • Frequent Progress Monitoring (DIBELS Next) • Once or twice a month depending upon the intervention

  15. Integrated Learning Team Meetings Members • Principal/Asst. Principal, Literacy, Special Education, ELL, Guidance, Grade Level Teacher(s) Meeting 3 times a year (Benchmark periods) Data Driven discussions • Identify students needing support • Programmatic changes

  16. A day in the life of a literacy specialist… • Instruction – 4 days • Progress monitoring/Intervention specific assessments/Data analysis – 1 day • Literacy Team meeting – 1 per month

  17. Literacy Service Models Pull Out • Intervention 5-7 students • Program Specific/Skill Specific • 30 – 45 minutes Inclusion • Kindergarten Benchmark 1 Walk To Read • Group size varies based upon • assessments and grade level • 45 minute period

  18. Intervention Programs Scott Foresman Early Reading Intervention (ERI) • Phonemic Awareness, Phonics Project Read Phonology Project Read Story Form • Comprehension of fiction Project Read Report Form • Comprehension of non-fiction Grades 2-5

  19. Intervention Programs Great Leaps • Fluency Quick Reads • Fluency Read Naturally • Fluency/Comprehension Journeys components Marilyn Adams Phonemic Awareness

  20. The Literacy Team thanks you for your continued support! Questions?

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