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! Questions?