RTI: 3Tier Reading Model

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RTI 3-Tier Reading Model
Pulaski Elementary
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Difficult Decisions

• Reading 97.4 Academic Index for 2007 (Why and
  where to go now?)
• Layering of programs
• Wait to fail model (SED Light)
• Continuity and fidelity of services
• Pulling students for interventions
• Lack of data to make informed/timely decisions
• Student behavior
• Gap between Special Education/slow learners and
  typical students
• Regular education teacher differentiation
• All vendors have the perfect answer (Not!)
• Listen to valid research, not opinions

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National Reading Panel Key Elements

• Adherence to scientifically based reading
  research (SBRR)
• Comprehensive core reading instruction that
  addresses the grade-appropriate five essential
  reading components phonemic awareness, phonics,
  fluency, vocabulary, and comprehension
• Intervention support for students at risk for
  reading difficulties
• Comprehensive assessment plan that includes
  screening, diagnostic, progress monitoring, and
  outcome measures

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Early Intervention Changes Reading Outcomes
5.2
5
4
Low Risk on Early Screening
Reading grade level
3
2.5
2
At Risk on Early Screening
1
44
1 2 3 4
Grade level corresponding to age
Torgesen, J.K. ( 2001). The theory and practice
of intervention Comparing outcomes from
prevention and remediation studies.  In A.J.
Fawcett and R.I. Nicolson (Eds.). Dyslexia
Theory and Good Practice. (pp. 185-201). London
David Fulton Publishers. Slide coursety of W.
Alan Coulter http//www.monitoringcenter.lsuhsc.ed
u
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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

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The Three Tiers

• Tier I Core classroom reading instruction that
  all students receive, assessment of student
  progress three times per year (universal
  screening) and ongoing professional development
• Tier II Intervention (additional reading
  instruction) and frequent progress monitoring
  (e.g., at least twice per week) that struggling
  readers receive
• Tier III More intensive intervention and
  frequent progress monitoring (e.g., at least
  twice per week) that students with extreme
  reading difficulties receive after not making
  adequate progress in Tiers I and II

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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 (IOWA/GRADE once per
  year AIMSweb three times per year) are given
  to guide instructional decision-making (e.g.,
  rule out need for intervention and determine if
  students are making adequate progress toward
  grade-level benchmarks or objectives)
• In Tiers II and III, frequent progress monitoring
  (e.g., at least twice per week) is used to track
  student progress and inform instruction (AIMSweb)

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RTI Team Guided Interventions
Intensive Interventions
Tier III 1 -5
Targeted/Supplemental Interventions
Tier II 5 -10
Core Curriculum/ Universal Interventions
Classroom Teacher Guided Interventions
Tier I 80 - 90
Pulaski Elementary Students in Tier II and III
Combined (GRADE) Spring 2006 Kg 39, 1st
49, 2nd 39 Spring 2008 Kg 23,
1st 21, 2nd 26
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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

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Tier I Core Reading Instruction
Tier III 1 -5
Tier II 5 -10
All Students 100
Tier I 80 - 90
Minimum 90 Minutes of Daily Instruction PES
schedule built around a 90 minute reading block
for the primary grades.
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Tier I Core Class Instruction
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Tier II Targeted Intervention
Tier II 5 -10
30 Minutes Per Day of Additional Reading
Instruction Typically Lasts for 9 to 12 Weeks
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Tier II Supplemental Instruction
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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

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Tier III Intensive Intervention
Tier III 1 -5
Minimum of 45 minutes per day or Two 30 minutes
sessions per day
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Tier III Intensive Intervention
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PES First Steps for Implementing the 3-Tier
Reading Model

• 1) Focus on improving the core classroom
  reading instruction (Tier I) that all students
  receive.
• 2) Use screening assessment data to inform
  instruction/intervention.
• 3) Provide high-quality intervention (Tiers II
  III) for struggling readers.
• 4) Participate in ongoing professional
  development to enhance classroom implementation
  of SBRR practices.
• 5) Monitor fidelity of implementation and
  outcomes.

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Current Outcome Data

• GRADE (NRT) at 50th percentile and above
  (K-3)
• Spring 2006 61
• Spring 2007 65
• Spring 2008 74
• 2006 KCCT Reading Index 94.9
• 2007 KCCT Reading Index 97.4
• Retentions (K-5)
• 2006 - 21 students (2.9)
• 2007 - 9 students (1.3)
• 2008 - 6 students (0.8)