Tier III of the Three Tier Reading Model

 Tier I – Core Classroom Instruction  Tier II – Intervention  Tier III – Intensive Intervention (The person providing the instruction is referred to as an Interventionist.)

 Specifically designed reading instruction for students who have NOT responded to high quality instruction in Tier I and Tier II.  Supplements 90 minutes of Tier I instruction.

 In WV, SAT teams make decisions regarding students’ needs for special education services.  This model provides a process for meeting the needs of students identified as having learning disabilities in reading.

 Tier III instruction may work in conjunction with special education reading instruction.  Schools/districts must decide how to address the relationship between instruction in Tier III and instruction delivered through special education services.

 Students who have received two rounds of Tier II  In some cases, students who have received only one round of Tier II  Students who have exited Tier III but need Tier III support again

 Two 30-minute sessions a day, 5 days a week  Groups of 3 students  Progress is monitored every two weeks  Same ability grouping

 Repeated opportunities for practice and review  Additional correction and feedback  Increased time on task  Drill repetition and practice review  Tasks broken down into smaller steps  Learning made visible  Prompts and cues

 Choose programs and materials based on the needs of the identified students  Select research-based programs that emphasize the 5 essential components of reading instruction

 Possible modifications to program/materials: a. Redefining the group size b. Providing additional instructional time c. Providing extended time for the intervention

 Could be a pullout program  Suggest for Tier III that the intervention program be Orton Gillingham based

 3-Tier Reading Model. UTCRLA. Austin.TX