MultiTiered Instruction

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Multi-Tiered Instruction
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Objectives

• Introduce participants to the
• multi-tiered model
• Highlight key information about early reading
  research
• Heighten participants sense of urgency about
  early intervention

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The best way to predict the future is to invent
it. John Sculley, 1987
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What is Multi-Tiered Instruction?

• Systematic, data driven organization
• Smart use of resources
• Differentiation more options
• EARLY INTERVENTION
• Accountability
• New ways for adults to work together
• A response to ever increasing diversity

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First, getting it straight
Multi-Tiered Instruction
Response to Intervention

• Is a system of organizing general education
  curriculum and instruction to meet the needs of
  all students
• Integrates all supplementary support programs in
  order use resources more efficiently
• Applies to all students in a school
• Can exist without using Response to Intervention

• Is an evaluation procedure identified in the IDEA
  for identifying children as having learning
  disabilities
• Is a special education procedure that is limited
  to assessment
• Applies only to children suspected of having LD
• Cannot be implemented without a system like MTI
  in place

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Why?

• One size doesnt fit all
• We dont have enough resources to intervene one
  by one
• We miss kids
• We wait too long to intervene

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Differences Learning to ReadEstimates from NICHD
research (NC Dept. of Public Education)
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We cant intervene one by one. . .

• Overall, national longitudinal studies show that
  more than 17.5 percent of the nation's
  children--about 10 million children--will
  encounter reading problems in the crucial first
  three years of their schooling"
• (National Reading Panel Progress Report, 2000).
• In a 500 student school
• 400 students will do fine with a good core
  curriculum
• 75 students will need systematic, ongoing
  specialized instruction
• 25 students will need intensive, individualized
  intervention

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We miss kids. . .

• We over-identify some children
• Boys
• Language minority
• Economically disadvantaged students
• We under-identify some children
• Girls
• Economically privileged students

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We wait too long to intervene. . .and it really
matters because

• Reading makes you smarter
• Every week a child is not reading, the chance
  there will be long term negative effects
  increases
• Cognitive
• Reading
• Motivation
• Mindset, Dr. Carol Dweck

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Reading skill forms self concept

• When kids are hesitant, disfluent,
  inaccurate, slow and labored in reading, that is
  very visible to their peers and remember the
  peers, the other kids, again look at reading as a
  proxy for intelligence. It doesnt matter if this
  kid is already a genius and can do algebra in the
  second grade, reading produces particular
  perceptions. Better said, lousy reading produces
  a perception of stupidity and dumbness to peers
  and clearly to the youngster who is struggling.
  That is the shame. There are very visible
  differences between kids who are doing well with
  print and youngsters who are struggling with
  print. They feel like theyre failures they
  tell us that .
• Reid Lyon, Children of the Code, 2006

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We wait too long to intervene. . .and it matters

• If intervention does not occur before age 7
• 75 of children will continue to struggle
  throughout school (Adams, 1990)
• Approximately 75 of students identified with
  reading problems in the third grade are still
  reading disabled in the 9th grade. (Shaywitz, et
  al., 1993 Francis et al., 1996)

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Reading makes children smarter

• This is a stunning finding because it means
  that students who get off to a fast start in
  reading are more likely to read more over the
  years, and, furthermore, this very act of reading
  can help children compensate for modest levels of
  cognitive ability by building their vocabulary
  and general knowledge. In other words, ability is
  not the only variable that counts in the
  development of intellectual functioning. Those
  who read a lot will enhance their verbal
  intelligence that is, reading will make them
  smarter.
• Cunningham and Stanovich, 1998

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What did he say?

• Those who read have more
• Vocabulary
• General Knowledge
• When you learn more, your brain and intellect
  develops
• Shaywitz, Fletcher, etc.
• This is more important for those with poor
  backgrounds or less innate ability
• Reading and the Brain

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The Matthew Effect

• The rich get richer and the poor get poorer.

In other words, good readers get smarter while
poor readers fall farther and farther behind.
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Early reading can change a childs future

• Reading is a key to vocabulary development
• Vocabulary is the lynchpin of comprehension,
  prior knowledge and many cognitive skills

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Implications for vocabulary development

• ESTABLISHED READERS Learn about 3000 words per
  year by reading
• POOR READERS Could learn 300-500 words per year
  if provided explicit vocabulary instruction

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Implications for vocabulary development

• Independent Reading
• tile Minutes Per Day
  Words Read Per Year
• 98 65.0 4,358,000
• 90 21.1 1,823,000
• 80 14.2 1,146,000
• 70 9.6 622,000
• 60 6.5 432,000
• 50 4.6 282,000
• 40 3.2 200,000
• 30 1.3 106,000
• 20 0.7 21,000
• 10 0.1 8,000
• 2 0.0 0
• Adapted from Anderson,Wilson, and Fielding
  (1988).

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What about developmental readiness?

• More on Reading and the Brain

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So What?

• How does this research about early learning and
  the brain change your thinking about
  Kindergarten?
• What practices would change in your school in
  grades K-3?

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So. . . we adopt a new way of thinking about

• Kids
• Curriculum
• Time
• Teamwork

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TIER III Intensive Intervention Progress
Monitoring
The Multi-Tiered Model
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TIER II Strategic Intervention Progress
Monitoring
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TIER I Research-Based Core Instruction
Screening for ALL students
80 of Students
3-Tiered Continuum (Walker, 1996)
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Moved to Tiers
Beyond Tiers
Ozone
Insensitive Level
Texas Tiers
? non-responders
Tier 17 Zoned in Zoned out
Tier 2 Passing Zone
Zone of Proximal Development
Tier 1 Severely and Profoundly OK a.k.a the
Bore level