ERF Tier-2 Intervention Guidelines
MA 12-8-8
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ERF Tier-1 and Tier-2 Intervention Guidelines
Overview
The purpose of Early Reading First is to train teachers how to deliver appropriate and sufficient
instructional capacity that leads to improved child outcomes in pre-literacy and oral language
development. Instructional capacity is built by providing effective general and more intensive
differentiated instruction dependent on child need. In order to structure such a system, our WyERF project has two levels of instruction: Tier 1 and Tier 2. Tier 1 instruction is universal in that
every child in the preschool class receives the same instruction of pre-literacy and oral language
skills. The purpose of Tier-2 intervention is to accelerate the academic outcomes of preschool
children who are performing below benchmark on assessments by increasing the intensity of
instruction. When teacher fidelity of implementation checklists indicate that teachers are skilled
at Tier-1 instruction, it is appropriate for the Tier-2 implementation process to begin.
Tier-1
A Tier-1 developmentally appropriate preschool environment is exemplified by effective teacher
instruction in the early literacy areas of phonological awareness and print knowledge and the
active, thoughtful extension of oral language skills. Teachers create a developmentally
appropriate environment using Creative Curriculum, Kansas Early Childhood, and Head Start
guidelines. Tier-1 instruction is structured around the evidenced-based Scholastic Early
Childhood Program (SECP) Curriculum. Teachers use the teacher's manual to purposefully plan
lessons for circle, small group, free play (center), and storybook reading. Additionally, effective
teaching includes skillful delivery of instructional content. Throughout the day, teachers use
following defined steps of scaffolded instruction: 1) model desired behavior or skill, 2) provide
guided practice in which teacher(s) and children practice the behavior or skill together, and 3)
present opportunities for independent practice in which the children demonstrate the ability to
perform the behavior or skill on their own.
Tier-2
Two Tier-2 Components
Tier-2 instruction has three major components to consider. They are 1) the methodology for
increasing intensity of instruction, 2) skill content of what will be delivered, and 3) intervention
to be used. It should be emphasized that these three components provide a menu of possibilities
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for Tier-2 instruction. Teachers will chose from these categories and learn to implement only
the chosen intervention and delivery methodology.
Increasing intensity. There are three research-based methodology options for increasing the
intensity of instruction that ERF will use. These options can be used separately or combined
with one-another. One option is double-dose. During the double-dose lesson, the teacher
repeats content that was taught earlier in the day. The repetition of a skill set gives children extra
time to practice, learn, and master basic skills that have been recently taught. A double-dose
lesson should be shorter than the original lesson and should last no longer than 10 minutes. The
teacher may need to prioritize the most important and/or easiest portion of the lesson to repeat. A
second methodological option to increase intensity of instruction is grouping size. By
implementing intervention that is individualized or with a small group size of four or fewer
children, teachers have the opportunity to provide more focused scaffolded instruction. The
child's opportunity to respond (practice the skill) can be dramatically increased with a change in
grouping size. This methodology is usually has a shorter time in instruction. The instructional
intervention can be as short as 30 seconds with quick individualized intervention that is repeated
multiple times throughout the day or as long as 7 to 8 minutes when a small group of children are
gathered together for an intervention session. A third methodological option to increase intensity
of instruction is to narrow skill set being taught. For example, in order to learn the concept of
rhyme, children must understand the concepts of beginning, middle, and end. A pre-skill
lesson(s) for rhyming would be to teach the child(ren) where the beginning, middle, and end of a
word are found. Another example of narrowing the skill set is to restrict the scope of the skill
being taught. For example, if the ultimate goal is for a child to learn the letters in her name, the
increased intense focus of instruction could be to master the first letter of the name instead of all
of the letters in the name. Instruction with a narrow skill set should also be completed within a
short time frame of less than 6 to 7 minutes. The important focus is on a very small skill set
which is repeatedly practiced.
The best methodological delivery option to increase intensity of instruction depends upon 1)
number or children who need Tier-2 intervention, 2) the number staff available to provide Tier-2
instruction, and 3) the level of intervention that is needed. For example, if over half of the
children in the classroom need Tier-2 intervention, the individualized option is probably not
practical. A double-dose repeating the materials learned during a second small group might be
the most feasible methodology for increasing intensity. Available personnel are another
consideration when choosing a methodology. For example, if it is determined by the classroom
team that one teacher from the team will become responsible for Tier-2 intervention, teacher
preference of methodology and the team's decisions about the best time to provide Tier-2
instruction should be taken into consideration. A combination of small group with a narrowed
skill set might be the best option. For children who need the most intensive intervention
narrowing the skills set is usually a "must-do". The narrowed skill set is best provided on an
individualized basis or in a very small group.
Skill content. The second major component of Tier-2 is the content or skill set to be delivered.
This content is based on each child's progress monitoring data. Progress monitoring data
provides specific information about the child's letter knowledge, phonological awareness
knowledge, and expressive oral language.
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Interventions. Regardless or the method of delivery or skill content, Tier-2 interventions should
be multisensory and as concrete as possible. Multisensory means that children do more than just
look and/or listen during instruction. There is active involvement that uses more than one sense,
movement, or memory aid. For example, a concept set to music is a memory aid that uses rhythm
and auditory and sometimes motion and visual. During a multisensory activity children might 1)
write and say the letter they are writing (fine motor, sight, & speech), 2) write the letter in the air
while saying the letter (large motor movement & speech), 3) raise hand when a word that begins
with a certain letter appears (large motor movement & visual), 4) trace a letter on sandpaper
(feel, fine or large motor, & visual), 5) clap syllables (feel, move, hear), or 6) move a series of
objects while counting (fine motor movement, visual, & speech). Prompts such as pictures and
objects should be used a frequently as possible.
The matrix below lists each intervention. The appendix includes procedures for each
intervention.
Suggested Intervention Strategies by Skill and Intensity Methodology
Methodology for Increasing Intensity of Instruction
Skills
Double Dose
Smaller Group
(4 or fewer)
Individualized
Reduced Skill Set
Pocket
Intervention Card
(PIC)
Pocket
Intervention Card
(PIC)
Phonological
Awareness
Routine (PAR)
Phonological
Awareness
Routine (PAR)
Review, Introduce,
Practice (RIP)
Letter Review/
Multisensory letter
Introduction /
Practice
Pocket
Intervention Card
(PIC)
Pocket
Intervention Card
(PIC)
Review,
Introduce,
Practice (RIP)
Letter Review/
Multisensory
letter Introduction
/Boxed Letter
Practice Sheets
Review,
Introduce,
Practice (RIP)
Letter Review/
Multisensory
letter Introduction
/Boxed Letter
Practice Sheets
Common Word
Intervention
Procedures
(CWIP)
Pocket
Intervention Card
(PIC)
Pocket
Intervention Card
(PIC)
Phonological Repeat of the PA Phonological
Awareness
activities from
Awareness
small group
Routine (PAR)
Letter
Knowledge
Expressive
Vocabulary
Repeat the LK
activities from
small group
Repeat the
expressive
vocabulary
activities from
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circle or small
group
Book Reading
Scripted
Vocabulary
Response
Common Word
Intervention
Procedures
(CWIP)
Common Word
Intervention
Procedures
(CWIP)
Book Reading
Scripted
Vocabulary
Response
Book Reading
Scripted
Vocabulary
Response
Implementation Overview
1. Children identified for Tier-2 will have been assessed on standardized assessments and
are classified as below benchmark.
2. Classroom teachers will have been assessed with Circle, Center, Small Group, and
Storybook reading Fidelity of Implementation Checklists and received an 80% combined
score average score across all teachers and content areas.
3. The Tier-2 team of teachers, mentor coach, and intervention coach will meet to look at
data and number of children who need Tier-2 intervention.
4. Based on discussion, a Classroom Intervention Plan Tier-2 (CIPT) will be created (See
appendix for sample classroom plan). The plan will include 1) the methodology for
increasing intensity of instruction, 2) skill content of what will be delivered, 3)
intervention(s) that will be used, 4) who will provide the intervention(s), and 5) when the
intervention will be provided during the instructional day.
5. Based on the team's CIPT choices, teachers and mentor coaches will receive Tier-2
training. There trainings will include
a. Training and reliability checks focused on how to complete progress monitoring
assessments.
b. Guided practice in using progress monitoring data to determine Tier-2
intervention.
c. Guided practice in the creation of lesson plans for children in Tier-2 intervention
d. Training in the expectation of documentation for additional instruction.
e. Additional training in the use of small group instructional techniques
f. Training in the use of individualized student skill work.
6. Intervention coaches will model strategies for teachers, observe teacher implementation
and, collect fidelity of implementation data. Mentor coaches will also provide teacher
feedback.
Roles and Responsibilities
Juniper Gardens
EAGLE
Sites
 Assess children on
 Provide mentor-time to work
 Assist in conducting
standardized assessments.
with intervention coach to plan
progress monitoring.
Tier-2 implementation for each  Based on data, teachers will
 Assist in conducting
classroom that meets Tier-2
monthly progress
plan Tier-2 intervention
conditions.
monitoring,
with mentor and
intervention coaches.

Assist
in
conducting
monthly
 Determine below benchmark
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children
 Provide Tier-2 training
 Provide intervention coach
who will work with mentors
and teachers to plan and
implement strategies
 Conduct fidelity of
implementation for Tier-2
intervention
progress monitoring
 Through the process of
coaching activity reports,
mentor coaches will report on
the use of Tier-2
implementation
 Teachers will provide Tier2 intervention.
 Prior to the end of the 2010
school year, classrooms
will independently conduct
progress monitoring, plan,
and implement Tier-2
instruction.
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Appendix
Phonological Awareness Sequence of Introduction
Phonological Awareness Routine (PAR)
Letter Knowledge Sequence of Introduction
Review, Introduce, Practice (RIP)
Letter Review/ Multisensory letter Introduction /Letter Practice
Common Word Intervention Procedures (CWIP)
Book Reading Scripted Vocabulary Response
Pocket Intervention Card (PIC)
Sample Classroom Intervention Plan Tier-2 (CIPT)
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Phonological Awareness
Phonological Awareness is the ability to manipulate the sounds of a language. It requires
separating or blending different units including: word, syllable, groups of letters, and individual
sounds.
Sequence of Phonological Awareness Skills
Skill
Pre-skill
1. Separate sentences or titles into
words. (e.g., clap out words in a title)
Concept of word – Makes up sentences
Understanding terms-start, beginning, middle, last, end
2. Separate words into syllables or
beats (e.g., clap out syllables in
words)
Concept of syllable – Natural short pause within word.
The technical definition of a syllable is a group of letters
with one vowel sound.
Understanding terms-start, beginning, middle, last, end
3. Recognize rhyming words. (e.g.,
children can correctly identify words
that rhyme.)
Concept of rhyme – two or more words that sound alike
at the end
Understanding terms same and different
Understanding terms start-beginning, middle, last, end
4. Generate rhyming words. (e.g.,
children make up new rhyme with
real or nonsense words)
Concept of rhyme – two or more words that sound alike
at the end
Understanding terms-same and different
Understanding terms-start, beginning, middle, last, end
5. Recognize words that start with the
same sound.
Concept of alliteration - repetition of the same sounds at
the beginning of words
Understanding terms- start and beginning
6. Generate words that start with the
same sound.
Concept of alliteration - repetition of the same sounds at
the beginning of words
Understanding terms-start and beginning
7. Recognize words that end with the
same sound.
Understanding terms-end and last
8. Generate words that end with the
same sound.
Understanding terms-end and last
9. Segment words into sounds. (e.g.,
the sounds in cat are /c/-/a/-/t/)
Concept of phoneme – smallest sound unit
Understanding terms-take apart and separate
10. Blend sounds into words. (e.g.,
/c/-/a/-/t/, put together says cat)
Concept of phoneme – smallest sound unit
Understanding terms-put together and blend
11. Move sounds around to create
new words.( e.g., If I take the letter c
off of the word cat and put on the
letter h, I have the word hat.)
Understanding terms-delete, take-off, replace
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Phonological Awareness Routine (PAR)
The reading research consistently reports that the children who have good phonological
awareness skills in kindergarten become good readers in later years. Phonological awareness is a
learned skill and should be taught to young children. Phonological awareness skills are
sequential in nature and lead children from the pre-reading into the beginning reading stages of
development. The purpose of this intervention is to improve phonological awareness skills. The
intervention is meant to last 7-8 minutes.
Procedure
Example
1) Select at the lowest level phonological
awareness skill that child(ren) need to master
Child is not able to clap the words in a title or
identify a word from a letter.
Select the lowest phonological awareness skill
2) Start instruction with a review of the subskill.
Continue to work with this subskill until the
child(ren) is able to correctly answer questions
about the subskill(s). This may require a lesson
or more of working on the subskill until they are
mastered.
"Today we are going work with words in title
of several books. What is one of the words in
the title, Clifford Goes to School?"
"Show me the beginning of the title. Now
show me the end of the title.?
3) Introduce and practice the phonological
awareness skills.
Use the "I do it; We do it; You do it"
"Let's clap out words in title of several
books."
4) Have the (each) child demonstrate the skill.
"Now I want to see you clap out the words in
the title." If a group, go around to each child
in the group.
5) Extend with a more phonological awareness
manipulating.
"Let's take away the first word in title. What is
the rest of the title. In Clifford Goes to School,
the first part of the title is Clifford."
6) Quick review of the lesson.
"Today, we worked on clapping the words in
the titles of books. Let's clap one last title
together."
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Letter Knowledge Sequence
Alphabet knowledge is a major predictor for future reading success. The following is a suggested
sequence of skills for improving letter knowledge achievement.
Sequence of Letter Knowledge Skills
Skill
Pre-skill
1. Sing the alphabet.
2. Say the alphabet with the
middle letters l,m,n,o,p clearly
and separately said.
Concept of letter – letters are combined to make words and
tell a meaning. Ex., Cat has three letters. The combination
of the letters in the right order names an animal.
3. The child can recognize the
letters in his or her first name.
Concept of letter – letters are combined to make words and
tell a meaning.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
4. The child can write the letters
in his or her first name.
Concept of letter – letters are combined to make words and
tell a meaning.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
5. The child can recognize the
letters in his or her last name.
Concept of letter – letters are combined to make words and
tell a meaning.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
6. The child can write the letters
in his or her last name.
Concept of letter – letters are combined to make words and
tell a meaning.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
7. The child can recognize and
write the current upper and lower
case letters of the week.
Concept of letter – letters are combined to make words and
tell a meaning.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
8. The child can recognize and
write the upper and lower case
letters that have been introduced
Concept of letter – letters are combined to make words and
tell a meaning.
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over the last month.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
9. The child can recognize and
write the upper and lower case
letters that have been introduced
over the three months.
Concept of letter – letters are combined to make words and
tell a meaning.
Concept of upper case – Block or capital letters are at
beginning of some words.
Concept of lower case – most printed letter are lower case.
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Procedures for Review, Introduce, Practice (RIP)
Letter Review/ Multisensory letter Introduction /Letter Practice
The purpose of RIP is for the children to become fluent in upper and lower case letters. This
procedure begins once the children have completed the saying the alphabet stage. Once children
have learned the letters in their name, the focus changes to letters introduced from the curriculum
that are still unknown. Consult the letter naming progress monitoring data to decide the letters to
introduce. There are three main steps in this intervention that should last 7-8 minutes. They are
1) review letters that have been taught, 2) Introduce new letters with a multisensory immersion,
and 3) practice writing the to-be-learned letter.
Procedure
Example
Letter Review
1. Show letter/picture cards of letters that
have already been taught and quickly
review the names of the letters.
Note: There is no review phase until the
child(ren) have mastered at least one
letter to review.
"Let's review the names of the letters on our picture
cards."
Multisensory Letter Introduction
1. The teacher reads the letter/picture
card to the students. The teacher notes
how the upper and lower case differ from
each other.
"Our new letter today is a. Our picture that goes
with letter v. Valentine…v. The upper and lower
case of this letter look the same except that the
upper case is larger This is the letter v. What letter
is it?"
2. Pass out paper with the letter written on
it. Have the child(ren) trace the letter with
then his or her index finger.
"Here is our letter v paper. Pull one finger down
and then back up like this. Say v" Teacher models.
"Let's trace it together. Say v. Now you trace it for
me and don't forget to say the name of the letter…v"
3. The teacher has the children skywrite
the letter.
"Now we are going to skywrite the letter v. Arms up.
Pull down one side and up the other. What letter
are we tracing? That's right the letter v."
4. The teacher has the children write
upper and lower case letter with pencil or
crayon. The students say the name of the
letter as they write both the upper and
lower case version of the letter three
times.
5. The teacher links the letter to picture
by saying the picture and letter together
three different times.
"Now we are going to write the letter v. What is our
letter today? Yes, v. Write the letter v three times.
Say v each time you write it."
"Our picture that goes along with v is valentine.
Listen, valentine, v; valentine, v; valentine, v. Say it
with me. (Teach and child(ren) say it 3 times
together.). Now you say it (child(ren) says it three
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times)."
6. The teacher says the sound of the
letter. The students repeat the sound and
say the letter three times.
"Our sound that goes along with v is /v/. Listen,, v,
/v/; v. /v/; v, /v/. Say it with me. (Teach and
child(ren) say it 3 times together.). Now you say it
(child(ren) says it three times)."
Practice
1. The children practice writing the letter
on the letter page and say the letter each
time they write.
"Now we are going to write the letter v a few more
times on our paper. What is our letter today? Yes, v.
Write the letter v three more times. Say v each time
you write it."
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Expressive Vocabulary and Common Word Intervention Procedures (CWIP)
Expressive vocabulary is vocabulary that is used to communicate. The extent of our vocabulary
is often linked to how well we understand the text that we read. We want to teach children as
much vocabulary as possible. Early Reading First has provided each classroom with a set of
placemat that are themed based. These placements are to be used with the Common Word
Intervention Procedures (CWIP). The CWIP has three parts: 1) review, 2) learn one or two
pictures in depth, and 3) rapid fire naming. This intervention is meant to last 7-8 minutes.
Common Word Intervention Procedures (CWIP)
Procedure
Example
Review
1) Review any of the items on the placemat
that were discussed during the last session. If
this is the first time with this placement, skip
the review portion of the lesson.
"We are going to quickly name the pictures we
looked at last time. Ready, set, name!"
Learn one or two pictures in depth
1) Teacher will pick a placemat that is related
to the theme or a common concept such as
colors.
2) The teacher will point to the heading of
the placement and tell the children the theme
of the placemat.
"Today we are going to look at pictures of farm
animals."
3) The teacher asks the child to name the
pictures on the placemat that they know.
Note: if this was completed during the review
portion of the lesson, skip this step.
"Tell me the names of the animals that you know
on the page."
4) The teacher then picks out other picture on
the placemat to talk about.
"Yes, you know that this is a cow. Let's look at
this picture. It is a sheep."
5) The teacher repeats the name of the animal
at least three times.
"Sheep, sheep, sheep. Say sheep with me. Sheep,
sheep, sheep. Now you say sheep. Sheep, sheep,
sheep."
5) The teacher tells the child how she knows
what the object is.
"I know this is a sheep because it has white curly
hair. What is this animal called? How do I know
it is a sheep"
6) The teacher helps the child compare and
contrast what the child knows and doesn't
know.
"How is the sheep the same as and different from
the cow?" A very short discussion ensues about
how the cow and sheep are different and alike.
7) The teacher asks the child the name of the
new animal.
"What is the name of our new animal?"
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Rapid fire naming
1) The teacher prepares the child for rapid
fire naming of items on the placement and
sets the timer for 1 minute.
"Are you ready to see how many of these animals
we can name in a minute?".
2) The teacher tells the child that the teacher
will name the item and the child will repeat
the name. This continues until the timer goes
off.
"I will set the timer and name an animal. You will
repeat the name of the animal. We will see how
many of the names we can say in one minute."
3) After the timer goes off, the teacher and
the child go back and count the number of
items they were able to name. The child says
each name with the teacher.
Let's go back and count to see how many we
recognized. We said cow, that's 1, sheep that's 2,
pig that's 3, chicken that's 4, (until all of the
animals in a minute are named again and
counted."
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Book Reading Scripted Vocabulary Response
This is an interactive book intervention. The purpose of the intervention is to systematically
teach target, rare words within a given text. In order to use this intervention, the teacher would
first need to choose the book and choose a list of target words. This intervention is meant to last
7-8 minutes.
Vocabulary Script
Feature
Example
1) Name and point to picture presenting
target word
This is a Sheila Rae's sibling.
(while pointing to the sister)
2) Ask child to point to picture representing
target word
Point to Sheila Rae's sibling.
3) Ask child to say target word
Say sibling.
(Help your child say sibling.)
4) Provide an explanation of the target word
5) Make a comment with target word
6) Ask a question with target word
Sibling is another word for a brother or sister.
You have siblings.
Who are your siblings?
(Help your child name brothers and/or sisters.)
7) Use the cloze procedure to elicit word
from child
Yes, _____ and _____ are your…
(Help your child say sibling.)
8) Ask child to explain meaning of word
What is a sibling?
(Help your child tell you what a sibling is.)
9) Verify meaning of word
10) Provide definition and ask child for target
word
Yes, a sibling is a brother or a sister.
What is another name for a brother or a sister?
(Help your child say sibling.)
Source: Crawford, K. (2006). Effects of Scripted Storybook Reading on Young Children and
Mothers from Low-Income Environments. Doctoral dissertation. Florida State University.
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Pocket Intervention Card (PIC)
Although the pocket card will work across skills, this intervention is meant to work with only
one child at a time. Intensity for this intervention is increased by providing a 15 to 30 second
intervention 8-10 times a day. There is a very small skill focus. For example, a good skill on
which to focus is the first letter of a child's name or clapping the syllables in the child's name, or
learning the name of a shape or two.
Monday
xxxxxxxxx
Tuesday
xxxxx
Wednesday
Thursday
Friday
M
Procedure
Example
Preparation
1. The teacher chooses a very specific, very
limited skill on which to work.
2. The teacher writes the skill to be
learned on the card.
Intervention
1. The first few times of the day that this
intervention is completed, the teacher tells
the child the information on the card; has
the child say the information with the
teacher, and then the child says the
information by him or herself.
"This is the letter M. It is the first letter in your
name. Say the name of this letter with me. M. Now
say the name of the letter by yourself When do we
use this letter?."
2. The teacher puts an X at the top of the
card under the appropriate day.
3. The teacher repeats the process up to
10 a day. As the teacher feels that the
child is beginning to learn the
information on the card, the teacher will
drop the model part of the intervention
"What is this letter? When do we use this letter?."
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and ask the child to name the
information.
4. Once the child can consistently
correctly answer the information on the
card, a little more information is added.
5. The process begins again.
"Now we are going to add the second letter in your
name. That is the letter a.
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Classroom Intervention Plan (CIPT) Tier -2
Classroom : _________
Child
Intensity
type
Date : ________
Skill
Teacher
Time
Monday
#of
times
Rate
Tuesday
# of
times
Rate
Wednesday
#of
times
Rate
Thursday
#of
times
Rate
Friday
#of
times
Rate
Notes: ____________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________
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Intensity type
1. Double dose
2. Smaller group (4 or fewer)
3. Individualized
4. Reduced skill set
Skill set
1. Phonological awareness
2. Letter knowledge
3. Expressive language
Intervention
1. Phonological Awareness Routine (PAR)
2. Review, Introduce, Practice (RIP) Letter Review/
Multisensory letter Introduction /Letter Practice
3. Common Word Intervention Procedures (CWIP)
4. Book Reading Scripted Vocabulary Response
5. Pocket Intervention Card (PIC)
Rating
5 – Worked well
3 – Good
1 – Didn’t go well
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