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.
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
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
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
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?