The Three Tier Reading Model

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Quincy Public Schools
The Three Tier Reading
Model
By: Erin Perkins
Colleen Dufresne
Janet Baglione
Literacy Program Mission
Statement
✏ Promote comprehensive reading development
✏ Provide intervention as early as possible to ensure
student success
✏ Provide targeted instruction to meet individual
student needs
✏ Frequent monitoring of progress
Quincy Public Schools
Literacy Staff
Full time staff:
✏ Lincoln Hancock (3 FT/2 PT), Clifford Marshall (4),
Merrymount (1), Montclair (2), Parker (2), Snug Harbor (2),
Squantum (1), Wollaston (1)
Part time staff:
✏ Atherton Hough, Beechwood, Bernazzani (.5)
Students we serve
Intervention with K-3 scoring primarily
in the at risk category according to
DIBELS Next (tier 3)
✏2013-2014
✏651 students serviced district-wide
What is the Three Tier
Reading Model?
✏An instructional and intervention model
designed to meet the instructional needs
of all young readers.
✏Aimed at identifying struggling readers
BEFORE they fall behind
✏Provides struggling readers with support
throughout the first four years of
schooling
The Three Tier Model
The model has three levels or “tiers”
of instruction:
✏Tier I – Core Classroom Instruction
✏Tier II – Supplemental Instruction
✏Tier III – Instruction for Intensive
Intervention
Professional Development
and Program Support
Training for Literacy Team
✏ Review existing programs
✏ Provide new training
Training for Classroom Teachers
✏ Small group differentiated instruction
Collaboration with classroom teachers
and other specialists
✏ Understanding Data
✏ Differentiating Instruction
Measures of Student Achievement
Dynamic Indicator of Basic Early
Literacy Skills (DIBELS)
✏Assesses-Word Recognition and Oral
Reading Fluency
Group Reading Assessment and
Diagnostic Evaluation (GRADE)
✏Assesses-Reading Comprehension
Developmental Reading Assessment
(DRA)
✏Assesses- Accuracy, Fluency and
Comprehension Grades K-3
Measures of Achievement
Continued
Observation Survey (Marie Clay)
✏Assesses – Early Literacy Skills (Grade 1)
Comprehensive Test of Phonological
Processing (CTOPP)
✏Assesses – Phonological Awareness, Phonological
Memory and Rapid Naming
Program Specific Assessments
Students K-5 scoring in the
Three Tiers, Spring 2013
Number of
students tested:
K - 702
1 – 722
2 – 681
3 – 685
4 – 659
5 – 419
✏ 3,868 Students
tested
Fall 2013 Dibels scores K - 3
GRADE Results 2012-2013 for Grade 2
GRADE Results 2012-2013 for Grade 3
Progress Monitoring
Two types of Progress Monitoring:
✏Benchmark Assessments (DIBELS Next and
GRADE)
✏Three times per year (Fall, Mid-Winter, Spring)
✏Frequent Progress Monitoring (DIBELS Next)
✏Once or twice a month depending upon the
intervention
Integrated Learning Team
Meetings
Members
✏Principal/Asst. Principal, Literacy, Special
Education, ELL, Guidance, Grade Level Teacher(s)
Meeting 3 times a year (Benchmark
periods)
Data Driven discussions
✏Identify students needing support
✏Programmatic changes
A day in the life of a
literacy specialist…
✏Instruction – 4 days
✏Progress monitoring/Intervention
specific assessments/Data analysis –
1 day
✏Literacy Team meeting – 1 per month
Literacy Service Models
Pull Out
✏ Intervention 5-7 students
✏ Program Specific/Skill Specific
✏ 30 – 45 minutes
Inclusion
✏ Kindergarten Benchmark 1
Walk To Read
✏ Group size varies based upon
✏ assessments and grade level
✏ 45 minute period
Intervention Programs
Scott Foresman Early Reading Intervention
(ERI)
✏Phonemic Awareness, Phonics Project Read
Phonology
Project Read Story Form
✏Comprehension of fiction
Project Read Report Form
✏Comprehension of non-fiction Grades 2-5
Intervention Programs
Great Leaps
✏Fluency
Quick Reads
✏Fluency
Read Naturally
✏Fluency/Comprehension
Journeys components
Marilyn Adams Phonemic Awareness
The Literacy Team thanks you
for your continued support!
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