3-Tier Reading Model West Virginia Department of Education Division of Student and Instructional Services Office of Instructional Services Catherine A. Thompson

Tier I: Core classroom reading instruction that all students receive, assessment of student progress three times per year, and ongoing professional development.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 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 II.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 II.

3-Tier Reading Model Core classroom instruction for all students Intervention – 20-30% of students Intensive intervention – 5-10% of students (may include special education students)

The 3-Tier Reading Model is a scientific, research-based prevention model that: Provides an instructional framework for delivering assessment-driven, differentiated instruction to all students, including students at risk for and students with reading difficulties.Provides an instructional framework for delivering assessment-driven, differentiated instruction to all students, including students at risk for and students with reading difficulties. Focuses on reading instruction that uses scientific research-based core, supplemental and intervention reading programs.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.Identifies struggling students and provides the support (additional instruction/intervention) they need.

What are the roles of assessment in the 3-Tier Reading Model? In Tier I, Reading Model goes beyond the administration of assessmentsIn Tier I, Reading Model goes beyond the administration of assessments Assessments given three times per year are used to guide instructional decision-making so schools can:Assessments given three times per year are used to guide instructional decision-making so schools can: Identify students making adequate progress (toward grade-level benchmarks or objectives);Identify students making adequate progress (toward grade-level benchmarks or objectives); Identify students who need differentiated instruction and/or intervention.Identify students who need differentiated instruction and/or intervention.

What are the roles of assessment in the 3-Tier Reading Model? In Tiers II and III, more frequent progress monitoring (every 2 weeks) is used to track student progress and inform additional reading instruction.In Tiers II and III, more frequent progress monitoring (every 2 weeks) is used to track student progress and inform additional reading instruction.

Is… Is not… Using assessment data to plan instruction and group students.Using assessment data to plan instruction and group students. Teaching targeted small groups.Teaching targeted small groups. Using flexible grouping.Using flexible grouping. Matching instructional materials to student ability.Matching instructional materials to student ability. Tailoring instruction to address student needs.Tailoring instruction to address student needs. 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.

Who provides instruction in each tier? Classroom teachers provide Tier I core classroom reading instruction for all students. Many schools also utilize Title I and Special Education teachers in this instruction.Classroom teachers provide Tier I core classroom reading instruction for all students. Many schools also utilize Title I and Special Education teachers in this instruction. Each school determines who teaches which students:Each school determines who teaches which students: In Tier II (classroom teacher, specialized reading teacher, special education teacher)In Tier II (classroom teacher, specialized reading teacher, special education teacher) In Tier III (specialized reading teacher, special education teacher)In Tier III (specialized reading teacher, special education teacher)

What grouping formats are recommended for each tier? Tier I – A variety of grouping formats (individual, pairs, small groups and whole group)Tier I – A variety of grouping formats (individual, pairs, small groups and whole group) Tier II – Small groups of three to five students with similar needs.Tier II – Small groups of three to five students with similar needs. Tier III – Small groups of three students or fewer, based on student needs.Tier III – Small groups of three students or fewer, based on student needs.

Tier I Reading Instruction Minimum of 90 minutes of daily instructionMinimum of 90 minutes of daily instruction Assessments three times a yearAssessments three times a year Instruction and materials based on scientific researchInstruction and materials based on scientific research

Tier II Intervention 30 minutes of daily additional reading instruction30 minutes of daily additional reading instruction Typically lasts for weeks (1 or 2 rounds)Typically lasts for weeks (1 or 2 rounds) Progress monitoring assessment every 2 weeksProgress monitoring assessment every 2 weeks SBRR materials and SBRI*SBRR materials and SBRI* *Scientifically-Based Reading Instruction

Tier III Daily Intensive Intervention Students receive the 90-minute Tier I instruction and 30+ minutes (between minutes is suggested).Students receive the 90-minute Tier I instruction and 30+ minutes (between minutes is suggested) weeks, but may be several rounds10-14 weeks, but may be several rounds Progress monitoring every 2 weeksProgress monitoring every 2 weeks SBRR/SBRISBRR/SBRI

Implementing the 3-Tier Reading Model 1.Focus on improving the core classroom reading instruction (Tier I) that all students receive. 2.Provide high-quality intervention (Tier II) for struggling readers. 3.Participate in ongoing professional development to enhance classroom implementation of SBRI. 4.Each school determines the relationship of Tier III instruction and other additional instruction that addresses specifically identified instructional needs that are also addressed through special education and/or programs.

Suggested References Denton, C. A., & Mathes, P. G. (2003). Intervention for struggling readers: Possibilities and challenges. In B. R. Foorman (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press.Denton, C. A., & Mathes, P. G. (2003). Intervention for struggling readers: Possibilities and challenges. In B. R. Foorman (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press. Foorman, B. R. & Torgesen, J. (2001). Critical elements of classroom and small-group instuction promote reading success in all children. Learning Disabilities Research and Practice, 16.Foorman, B. R. & Torgesen, J. (2001). Critical elements of classroom and small-group instuction promote reading success in all children. Learning Disabilities Research and Practice, 16. Torgesen, J. K. (2001). The prevention of reading difficulties. Journal of School Psychology, 40.Torgesen, J. K. (2001). The prevention of reading difficulties. Journal of School Psychology, 40. Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The Voice of Evidence in Reading Research. Baltimore: Paul H. Brooks.Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The Voice of Evidence in Reading Research. Baltimore: Paul H. Brooks. Vaughn, S., & Linan-Thompson, S. (2003). Group size and time allotted to intervention: Effects for students with reading difficulties. In B. R. Foorman (Ed.), Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press.Vaughn, S., & Linan-Thompson, S. (2003). Group size and time allotted to intervention: Effects for students with reading difficulties. In B. R. Foorman (Ed.), Preventing and Remediating Reading Difficulties: Bringing Science to Scale. Baltimore: York Press.

For More Information: Beverly KingeryBeverly Kingery Catherine A. ThompsonCatherine A. Thompson