Module 4: Unit 1, Session 4 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 4

Module 4: Unit 1, Session 4 OVERVIEW OF TIER 3 INSTRUCTION 4.1.4

Module 4: Unit 1, Session 4 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 3

Module 4: Unit 1, Session 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. 4

Module 4: Unit 1, Session 4 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 5

Module 4: Unit 1, Session 4 Tier 2 vs. Tier 3 TierPercentage of Students Frequency of Intervention Instructional Group Size Data Collection Instructional Interventionist 2 10  15% One 30-minute daily session 3-5 students (3 preferable) Every two weeks Classroom teacher or other 3 5  10% Two 30-minute daily sessions 1-3 students (1 preferable) WeeklyExpert reading teacher Adapted from Howard (2009) 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. 6

Module 4: Unit 1, Session 4 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 7

Module 4: Unit 1, Session 4 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 8

Module 4: Unit 1, Session 4 Tier 3 in Secondary Schools  What would Tier 3 look like in middle or high school with consideration of:  Time  Materials  Personnel  Other Considerations 9

Module 4: Unit 1, Session 4 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. 10

Module 4: Unit 1, Session 4 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 11

Module 4: Unit 1, Session 4 Scheduling Logistics of Tier 3 When can Tier 3 interventions take place?  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 Where should Tier 3 interventions take place?  Outside of the regular classroom (pull-out group) 12

Module 4: Unit 1, Session 4 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. 13

Module 4: Unit 1, Session 4 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 14

Module 4: Unit 1, Session 4 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 15

Module 4: Unit 1, Session 4 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. 16

Module 4: Unit 1, Session 4 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? 17

Module 4: Unit 1, Session 4 For Next Time  What have you learned?  What questions do you still have? 18

Module 4: Unit 1, Session 4 References Ervin, R. (2010). Considering tier 3 within a response-to-intervention model. Retrieved from /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. 19