Promoting Equity and
Access
Lynn Boyer
West Virginia Department of Education
West Virginia Department of Education
NASDSE,
2005
Tiered
Instruction
Tier 3
Intense
Intervention
Tier 2
Intervention
Tier 1
Core Instruction
Universal Screening
Research-based Strategies
and Materials
Tier 1
Core
Instruction
Differentiation
Co-Teaching
Levels of
Support
Tier 1:
Benchmark
Individual Students
Classroom Unit
Students generally can meet 75-80% of students are
the standards; average
making good progress;
learner
teachers need praise and
recognition and may
Intervention: Occasional
serve as a resource to
in-class modifications;
others; all teachers
SBRR and SBRI in
vocabulary and
Time: Policy 2510 RLA
comprehension strategies
requirement
Assessment: Assessment
every 6-8 weeks
Materials: Adopted grade
level instructional materials
plus reading 25 books per
year; SREB recommends
100 pages of technical text
to receive credit for one
book
West Virginia Department of Education
Professional
Development
SBRR and SBRI in pre
reading, during reading
and post reading
strategies and writing
strategies
Differentiated
Instruction training
Training on adopted
grade level
instructional materials
Instructional guides
and/or standardsbased unit plans
Assessments for and
of learning
Research-based
Intervention
Small Group
Instruction
Tier 2
Intervention
Scaffolding
Progress
Monitoring
Levels of
Support
Tier 2:
Strategic
Individual Students
Classroom Unit
Students are typically between
the 30th-49th percentile on
normative measures; 1-2 years
behind; gaps in skills and
knowledge
Intervention: Direct instruction
with teacher or one-on-one in the
form of reteaching, preteaching,
adjustments of pace and
complexity; separate reading
intervention; possible
strategic tutoring program
Assessment: Assessment every
3-4 weeks to pinpoint problems
and target interventions
Materials: Standard reading
program with added support class
and materials plus reading 25
books per year; SREB
recommends 100 pages of
technical text to receive credit for
one book
Classrooms where about onethird of the students are not
making benchmarks (25-30%);
reading specialists/special
education
teachers/coaches/content area
teachers labeled literacy
intensive classes (i.e., social
studies class is considered
reading intensive)
Collaboration and coteaching training
Training on adopted
grade level instructional
materials
Time: Policy 2510
requirements for RLA block
with defined intervention
component
Content area teacher
training on instructional
strategies in reading and
writing
SBRR and SBRI: building
background knowledge;
vocabulary; fluency;
comprehension strategies
West Virginia Department of Education
Professional
Development
Differentiated Instruction
training
Instructional guides and/or
standards-based unit plans
Assessments for and of
learning
Research-based
Intervention
Smaller Grouping
Tier 3
Intensive
Intervention
Intense, explicit instruction
and more time
More Frequent
Progress Monitoring
Levels of
Support
Tier 3:
Intensive
Individual Students
Students test below the
30th percentile on
normative measures;
reading skills are limited
Intervention:
Assessment every 2
weeks to pinpoint
problems and target
interventions
Materials: Intensive
intervention to replace
traditional ELA class;
special supplementary
materials and/or
specialized program
Classroom Unit
Classrooms where
about half of the
students are not
meeting benchmark
indicators; teachers
held accountable to
teach the program as
designed; reading
specialist with
assistance from special
education/coach
Professional
Development
Program specific
training without
exception
Training on adopted
grade level
instructional materials
DI training
SBRR and SBRI:
building background
knowledge;
vocabulary; fluency;
comprehension
strategies; writing
strategies
Time: Extended time
for literacy; usually are
temporary replacement
programs for gradeAssessments for and
level ELA classes
of learning
West Virginia Department of Education
Levels of
Support
Advanced
Tier
Individual Students
Classroom Unit
Professional
Development
Students consistently
exceed the targets and
can handle advance
materials; need
challenge, extension and
enrichment
Assessment:
Assessment every 6-8
weeks
Materials: Standard
plus reading 25 books
per year; SREB
recommends 100 pages
of technical text to
receive credit for one
book
Students in the
classroom are
exceeding the
benchmarks as
demonstrated through
assessment; teachers
are models and
resources for others;
AP and Pre-AP trained
teachers
Advanced Placement
training and material;
Pre-AP instructional
strategies and materials;
Differentiated Instruction
training;
Training on adopted
instructional materials;
Instructional guides
and/or standards-based
unit plans;
Assessments for and of
learning
Time: Policy 2510
RLA requirement
West Virginia Department of Education
WVBE Goal 1
All students shall master or exceed grade
level educational standards that
incorporate national and international
standards and that reflect 21st century
skills and learning.
• 2.1 Increase the percentage or number of students enrolled in critical
programs and courses, to include the following:
• 2.1.a An approved pre-kindergarten program [2020.Obj.9] All eligible
students shall be enrolled in a high quality universal pre-k program
• 2.1.b A comprehensive PK-12 World Language program
• 2.1.c A comprehensive fine & performing arts program
• 2.1.d Upper level math and science courses
• 2.1.e Honors, Advanced Placement (AP), International
Baccalaureate ( IB), Earn a Degree-Graduate Early (EDGE) & dual
credit courses
• 2.1.f Postsecondary education or training programs for graduates
[2020.Ojb.8] Establish a process for maintaining an alignment in public
schools, post-secondary and workplace readiness standards,
expectations and accountability
• 2.1.g Literacy / and or job-specific training programs for adults
• 2.1.h Enrolled in 8th grade Algebra and Honors, AP, IB and dual
credit courses.
WHAT ARE THE FACTORS THAT
MUST CONVERGE TO INCREASE
EQUITY AND ACCESS FOR ALL
STUDENTS TO UPPER LEVEL
COURSES?