Day 2 of Tier 1 Strengthening Reading

How is loftier-quality instruction integrated into the RTI arroyo?

Page eleven: Effective Pedagogy at Tier two

After 8 weeks of Tier one instruction, Mrs. Hernandez's progress monitoring data reveal that four students—DeJuan, Jack, Ryan, and LaToya—are not making acceptable progress. Although these students will continue to receive loftier-quality, Tier i instruction from Mrs. Hernandez, she has adamant that they would benefit from supplemental Tier 2 intervention and continued frequent progress monitoring.

Loftier-Quality Pedagogy

Tier two intervention offers more focused teaching than does the typical classroom reading pedagogy. It does so in order to:

• Remediate skill deficits
• Preteach and review skills for Tier i lessons
• Provide multiple opportunities to practice
• Provide immediate cosmetic feedback

Just every bit with Tier 1, Tier 2 instruction should be of high quality. The implementation of high-quality Tier 2 instruction may vary from school to school but is typically delivered in small-scale groups ranging in size from iii to five students. However, all schools should implement supplemental interventions, which are based on inquiry-validated didactics, for at least 30 to 45 minutes three to five times a week, depending on the ages of the students. School personnel may need to exist creative to identify instructional time for Tier 2 intervention. 2 options to consider are:

• Taking time from ii consecutive classes (due east.chiliad., 15 minutes from social studies and fifteen minutes from scientific discipline)
• Taking time from "specials" (e.g., music, library, art)

In improver to the 90 minutes of core reading instruction provided past Mrs. Hernandez in the general instruction classroom, DeJuan, Jack, Ryan, and LaToya volition receive 30 minutes of Tier 2 intervention with Ms. Washington, the reading specialist. Because Rosa Parks Simple chose to use the standard protocol approach, the identified struggling readers will receive a standard research-validated instructional program provided in a pocket-sized-group format. Ms. Washington will provide all four students with the same, empirically validated intervention, which volition address all five components of high-quality reading instruction. The schedule below depicts the amount of time she will spend on each of the components.

Sample Schedule
Phonemic Awareness	v minutes
Phonics and Word Study	10 minutes
Fluency	5 minutes
Vocabulary	five minutes
Reading Comprehension	5 minutes

For Your Information

In some cases, a larger per centum of full general instruction classroom students may require Tier 2 intervention than would exist expected. When this occurs, schoolhouse professionals should reexamine the quality of the Tier one services and brand changes accordingly.

Tier two intervention may exist provided by the general teaching teacher or by another trained instructor, within or outside the general education classroom. If Tier 2 intervention is provided by someone other than the full general education teacher, collaboration between the teachers is particularly important then that the intervention program is aligned with Tier ane instruction. For case, Ms. Washington will place additional, supporting instructional resources (e.thou., letter/ sound cards, give-and-take cards, strategies specific to working with English language Language Learners, and progress monitoring assessments) to supplement the Tier ane comprehensive cadre reading program. She will too use these resource to provide actress practice opportunities for students receiving Tier 2 intervention. For instance, if students accept worked on the /a/ audio during Tier 1 and so the aforementioned skill should exist reviewed and reinforced during the Tier 2 intervention. The sample lesson activeness (below) shows how Ms. Washington'due south Tier ii lesson will reinforce one of the skills taught past Mrs. Hernandez during Tier 1 instruction.

Tier 2 Intervention

Remember, teachers who provide Tier 2 interventions should: Provide instruction with modeling Check that students are doing the activity correctly Accept students demonstrate what they are doing Have students repeat instructions Provide corrective feedback to individual students Provide multiple examples Phonemic Awareness: Here is an case of how Ms. Washington uses phonemic awareness. Say the parts of a word then put them together and say the word. The parts are /g/ /a/ /n/. Ms. Washington holds up a finger as she says each sound and then that she has iii fingers upwards when she finishes. That give-and-take is "man." Let'south try another word. The parts of this give-and-take are /p/ /a/ /t/. The word is "pat." She gives her students further exercise by request them to say the following blended words after she says the individual sounds. mat cat map pan tap tack tan nap

Now await at the table below and compare the phonemic awareness lessons between Tier 1 and Tier 2. Although the lessons seem similar, Tier 2 provides a more intense level of instruction. This is achieved by providing additional attending, focus, and back up, and by adjusting the pace of the lesson to match students' needs. For example, where a Tier 1 lesson might have students practice on three dissimilar sounds, a Tier 2 lesson might beginning with ane sound and gradually progress to the 2d and third sounds once students tin can demonstrate their understanding of each previous sound. Students have multiple opportunities to participate and respond, and Ms. Washington is able to provide immediate corrective feedback.

Tier 1 Lesson

Phonemic Sensation

1. Say the sounds for the post-obit words, and have students say what the word is ([/grand/ /a/ /s/ /t/ = mast]: mast, mats, mist, mitts, past, pest, pets, pats).

2. Using the same list from above, say the words and accept students say the individual sounds (mast = [/m/ /a/ /south/ /t/]).

Tier 2 Lesson

Phonemic Awareness

1. Review curt-a words with this exercise. Simply when students have mastered the /a/ words will she introduce /i/ words.
   • Utilize visual cues to help the students associate the sounds with letter of the alphabet names.
   • Provide more than opportunities for students to practice.

2. Afterward students accept mastered consonant-vowel-consonant, add words with the /st/ blend that the general didactics teacher has already taught (i.eastward., Tier one instruction).

3. Preteach sounds that the general pedagogy teacher will introduce later in the week.

As indicated in the tabular array above, small-group activities for Tier i and Tier 2 instruction appear to have comparable content. However, Tier 1 teachers well-nigh likely volition non have as much time with their struggling students during small-grouping instruction (5–twenty minutes) as teachers will have during Tier two small-group pedagogy (30–45 minutes). Tier 1 teachers will have to prioritize what the struggling students need to learn or practice during Tier 1 modest-group instruction. Therefore, the Tier i teacher may be able to cover only ane or two core reading components during this brusk time. Subsequently, because Tier 2 intervention is for a more extended time, the Tier 2 teacher should be able to address about, if not all, of the five components during the intervention.

Listen to Thea Woodruff talk over Tier ane and Tier 2 instruction (time: 0:32).

Thea Woodruff, PhD
Director, Professional Evolution and Technical Assistance Teams,
Vaughn Gross Heart's Reading Get-go Projection
Academy of Texas, Austin

View Transcript

Transcript: Thea Woodruff, PhD

They actually should look very similar and provide the students with more practice opportunities that are consistent across the 2 instructional times. You want some consistency across what kids are doing, so you are reinforcing the same skills and having them practice them. Especially with struggling readers, you lot're wanting to be consequent in the instruction that you're providing across these unlike interventions. If you lot're doing different things, it's going to be hard—specially for struggling readers—to grasp on to the activities and larn how to practise them and get as much out of them if you're not being consistent.

Frequent Monitoring

Ms. Washington is responsible for conducting the weekly progress monitoring of those students receiving Tier ii instruction, which typically lasts 10–12 weeks. However, she and Mrs. Hernandez are responsible for collaborating and making decisions virtually the students' instructional needs. At the end of the ten–12-calendar week menstruum, they likewise are responsible for determining, whether individual students should receive Tier i instruction only, whether they should continue to receive some other round of Tier two intervention, or whether they need more the intensive intervention provided by Tier 3.

The table beneath offers a brief summary of some options for Tier 2 intervention.

Tier two Intervention Options
Who receives instruction	Students who are not making adequate progress with Tier i instruction.
Corporeality of daily educational activity	Instruction may vary, depending on the age of the student, from 30–45 minutes per day (+ Tier 1): Younger students (e.thou., kindergartners) have shorter attention spans and might require shorter amounts of time (e.one thousand., thirty minutes) Older students are able to nourish for longer amounts of fourth dimension (e.g., thirty–45 minutes)
When instruction is provided	Scheduling options for Tier two could include: Taking time from ii consecutive classes (e.one thousand., fifteen minutes from social studies and xv minutes from science) Taking time from "specials" (east.one thousand., music, library, fine art) In the event that a large per centum of students requires Tier 2, the instructor might need to schedule more one Tier ii intervention catamenia per day.
Elapsing of education	10 weeks–xx weeks: The number of weeks may vary, merely a minimum of ten–12 weeks is recommended. Students may need an boosted round of Tier 2 intervention.
How instruction is implemented	Teaching should be implemented with teacher/ educatee ratios of 1:3–1:five.
Frequency of progress monitoring	At least ane fourth dimension every 1–two weeks
Who provides instruction	Trained personnel may include: General education teacher Reading specialist Paraprofessionals Other personnel
Where students are served	Within or outside the general education classroom

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Source: https://iris.peabody.vanderbilt.edu/module/rti03/cresource/q4/p11/

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