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Cirg 654   Class Meeting #1
 

Cirg 654 Class Meeting #1

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3-Tier & Chapter 8

3-Tier & Chapter 8

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    Cirg 654   Class Meeting #1 Cirg 654 Class Meeting #1 Presentation Transcript

    • DIAGNOSIS AND CORRECTION OF READING DIFFICULTIES, LEVEL II CIRG 654 Holly Miles and Tarabeth Brumfield
    • Random Fact Game
      • Think of three random facts about yourself that no one knows.
      • Write them on a note card.
    • Introduction
      • Syllabus
      • Class Expectations
      • Forms
    • Group Brainstorm
      • Talk in your group about what you know about the 3-Tier Reading Model.
      • Write your ideas and/or question on the “Parking Lot”.
      • Be prepared to discuss.
    • 3-TIER READING MODEL
    • Model
      • The 3-Tier Reading Model is a prevention model that:
        • Provides an instructional framework for delivering assessment-driven, differentiated instruction to all students, including students at risk for and with reading difficulties
        • 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
    • The Three Tiers
      • 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., at least every 2 weeks) that struggling readers receive
      • Tier III: More intensive intervention and frequent progress monitoring (e.g., at least every 2 weeks) that students with extreme reading difficulties receive after not making adequate progress in Tiers I and II
    • The Roles of Assessment in the 3-Tier Reading Model
      • The 3-Tier Reading Model goes beyond the administration of assessments
        • In Tier I, assessments given three times per year are used to guide instructional decision-making (e.g., determine if students are making adequate progress toward grade-level benchmarks or objectives) and identify students who need intervention
        • In Tiers II and III, frequent progress monitoring (e.g., at least every 2 weeks) is used to track student progress and inform instruction
    • 3-Tier Reading Model
    • Grouping Formats for Each Tier
      • Tier I - a variety of grouping formats (e.g., individual, pairs, small groups, and whole group
      • Tier II - same-ability small groups of three to five students
      • Tier III - same-ability small groups of three students or fewer, depending on student needs
      • The 3-Tier Reading Model incorporates flexible grouping practices to group and regroup students based on their progress, interests, and changing needs
    • Tier I: Core Classroom Reading Instruction Minimum 90 Minutes of Daily Instruction
    • Movement Through the Tiers Tier I Grade Level Learners Yes
    • Tier I: Core Class Instruction Focus For all students in K through 3 Program County Adopted Materials Grouping Multiple grouping formats to meet student needs Time 90-120 minutes per day or more Assessment Benchmark assessment at beginning, middle, and end of the academic year (DIBELS) Interventionist General education teacher Setting General education classroom
    • Tier II: Intervention 30 Minutes of Additional Reading Instruction Typically Lasts for 10 to 12 Weeks
    • Tier II: Supplemental Instruction
      • Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction
      • Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I
    • Tier II: Supplemental Instruction Focus For students identified with marked reading difficulties, and who have not responded to Tier I efforts Program Programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I Grouping Homogeneous small group instruction (1:3, 1:4, or 1:5) Time Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction Assessment Progress monitoring twice a month on target skill to ensure adequate progress and learning Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Setting Appropriate setting designated by the school; may be within or outside of the classroom
    • Tier III: Daily Intensive Intervention
    • Do struggling readers who are placed in Tier III continue to receive Tier II intervention?
      • No, struggling readers who require Tier III no longer receive Tier II intervention
      • Tier III intervention is the next step for students with extreme reading difficulties who are not successful in Tiers I and II (5-10%)
      • These students receive 90 minutes of Tier I instruction plus the more intensive Tier III intervention (30+ minutes)
      • Intervention is different and based on students needs
    • Tier III: Intensive Intervention Focus For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts Program Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities Grouping Homogeneous small group instruction (1:1 - 1:3) Time Minimum of two 30-minute sessions per day in small group or 1:1 in addition to 90 minutes of core reading instruction Assessment Progress monitoring twice a month on target skills to ensure adequate progress and learning Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Setting Appropriate setting designated by the school
    • 3-Tier Instruction = Differentiated Instruction
      • Differentiated instruction IS:
        • Using assessment data to plan instruction and group students
        • Teaching targeted small groups (1:3,1:5)
        • Using flexible grouping (changing group membership based on student progress, interests, and needs)
        • Matching instructional materials to student ability
        • Tailoring instruction to address student needs
      • Differentiated instruction IS NOT:
        • 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
    • Chapter 8 : Using Different Types of Assessment
      • Diagnostic teaching produces practical, efficient, and valid information about the learner.
      • It is PRACTICAL because suggestions for instruction can be immediately incorporated into the instructional program.
      • It is EFFICIENT because reading instruction and learning do not stop in order to test….instead, they become an integral part of assessment.
      • It is VALID because diagnostic teaching assesses reading in the same kind of instructional situation that is used throughout the student’s classroom experience.
    • Creating a profile of students’ learning
    • Ch. 8 : Group Work
      • Process Oriented Assessments
      • Informal and Formal Assessments
      • Engagement and Student Self-Assessments
      • Authentic Assessments
    • Chapter 8 : Evaluating Student Performance
      • The diagnostic teacher takes the information gathered from multiple sources to target specific reading behavior over time.
      • In 637 you administered multiple assessment….how did this process give you a better picture of the reader’s behaviors and performance?