1. Comprehensive Reading Model Teaching Reading Sourcebook 2 nd edition

2. Three-Tier Model The Three-Tier Model is a model of prevention, linking scientifically-based research to practice, assessment, and professional development. In schools that serve large numbers of disadvantaged students, the triangle of the Three-Tier Model may be inverted.

3. Tier I: Core Reading Program Instructional Goal: Insure that the majority of students’ needs are met with the implementation of a research-based core program, which focuses on the five essential reading components. Assessment: includes screening, progress monitoring, end of year outcome assessment, and specific core reading program assessments Professional Development: focus on teaching of core reading program through initial, advanced, and follow up training; in-class coaching and lesson modeling; adequate planning time, assessment administration and data analysis; additional time to discuss student data and plan for instruction

4. Tier II: Strategic Supplemental Intervention Instructional Goal: additional assistance to enable students to be successful in Tier I, through more intensive, explicit instruction in small groups; beyond core reading block through preteaching, reteaching, and targeted review Assessment: students are identified as strategic on screening assessment; progress monitoring administered biweekly, targeting essential reading skills Professional Development: tied to curriculum and students’ specific needs; focus on assessment administration and data analysis; training for supplementary programs; additional time for discussion of data and planning instruction; in-class coaching

5. Tier III: Intensive Intervention Instructional Goal: specifically designed instruction for students significantly below grade level, despite Tier I and Tier II efforts; instructional focus on accelerating learning to close the gap; may include students needing special education services Assessment: students identified as intensive on screening assessment; progress monitoring administered weekly/biweekly; diagnostic assessments to determine areas of strengths and weaknesses and to target instruction Professional Development: tied to curriculum and students’ specific needs; focus on assessment administration and data analysis; focus on accelerating student progress; additional time to discuss data, plan instruction; in-class coaching

6. Response to Intervention RtI RtI is part of Federal legislation (IDEA) for identifying special education placement. IDEA advocates the RtI process as an alternative to using the discrepancy between IQ and achievement to identify learning disabilities and determine student eligibility for special education services. Early intervention for all students is the focus of RtI. Whether or not they have a formal learning disability, students receive targeted instructional intervention to meet their specific learning needs. Problem-Solving Teams provide structure for classroom, intervention, and special education teachers to work together to make instructional decisions and evaluate interventions through a problem-solving method.

7. Planning for the Implementation of a Comprehensive Reading Model Choose a reading program and prepare staff. Design a comprehensive assessment system. Create a problem solving model. Develop a plan for three tiered interventions. Provide professional development. Develop a procedure for monitoring program implementation.