MODULE 4:
TIERED
INSTRUCTION
4: Unit 3
1, Session
3
Unit Module
1, Session
Adolescent
Literacy – Professional Development
OVERVIEW OF TIER 2 INSTRUCTION
4.1.3
Module 4: Unit 1, Session 3
Session Overview
 Unit 1, Session 3 Questions:
What does Tier 2 instruction look like?
How should Tier 2 instruction be implemented?
Who is involved in Tier 2 interventions?
 Unit 1, Session 3 Objectives: For participants to…
Understand the roles of classroom teachers and special
educators at Tier 2
Understand the components of Tier 2 interventions, as
well as its goals
Consider how to schedule Tier 2 interventions
Module 4: Unit 1, Session 3
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Warm-Up: Discuss Flexible Scheduling
Situation: Small group reading time to
assist struggling readers has to be
incorporated into the daily schedule of
your school.
 When can this be done?
 How can it be done consistently?
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What is Tier 2?
Strategic level of instruction – small groups
of students with similar literacy deficits work
to strengthen overall literacy skills.
Tier 2 interventions augment (not replace)
Tier 1 interventions.
Temporary support system for additional,
more individualized attention before
decisions about referral to Tier 3 or Tier 1.
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Who is involved in Tier 2?
Tier 1 intervention teacher (regular
education instructor)
Reading specialists, as needed
Other special education instructors, as
needed
MAIN CONCERN: Instructors working with
small groups at Tier 2 should be
trained/qualified in literacy instruction.
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Tier 2 Instruction Model
Supplementary
Resources
Team
Decision
Making &
Collaboration
Intensive
Targeted
Support
Ongoing Assessment
Module 4: Unit 1, Session 3
Howard (2009)
7
Review the Reading
Use the “text-rendering” protocol to
review the Vaughn & Roberts (2007)
reading.
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Supplementary Resources
Flexible use of research-based programs
Program materials chosen must be
consistent with student literacy needs.
Guided readings within a subject area
Choose quality texts
Consider student interests
Keep structure of resources and activities
consistent with Tier 1 interventions.
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Intensive Targeted Support
Choose texts that meet student reading level
Focus on enhancing literacy skills
Phonemic awareness
Phonics
Vocabulary
Fluency
Comprehension
Use one text to practice several skills
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Activity: Intervention vs. Remediation
Use the handout in the Participant’s
Resource Packet
Brainstorm the key differences
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Remediation vs. Intervention
Remediation
 Replaces classroom reading
instruction
 Pull-out program
 Targets a single isolated skill
 Separation from general
education
 Slow-paced instruction that
waters down the curriculum
Module 4: Unit 1, Session 3
Intervention
 Enhances classroom reading
instruction
 Approach varies according
to need
 Focuses on the reading
process
 Coordination with general
education
 Fast-paced instruction to
promote acceleration
Adapted from Howard (2009)
12
Scheduling Logistics of Tier 2
When can Tier 2 interventions
take place?
Where should Tier 2
interventions take place?
 Not during direct reading
instruction in the student’s
regular classroom
 During reading activities in
subject area classes
 Before/after school
 Time blocks can be
increased or decreased as
needed
 In the regular classroom,
separate from direct reading
instruction time
 Outside of the regular
classroom (pull-out group)
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Team Decision Making & Collaboration
Provides multiple viewpoints to accurately
determine next steps for each student
TI team is made up of:
Administrators
Instructing teachers
Others involved with intervention (specialists,
etc.)
Decisions should focus on data collected
during formal and informal assessments
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Assessment at Tier 2
Greater frequency of progress monitoring to
ensure appropriateness of Tier 2 interventions.
Adjust intervention techniques based on ongoing
informal assessments during Tier 2 to address
student needs.
All of the student’s instructors should be involved
in assessments (variety of viewpoints).
Make decisions about the need for formal
assessments.
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Goals of Tier 2 Intervention
Only 1020% of students require Tier 2
intervention after Tier 1 instruction.
Provide intense instruction that is
targeted at overall literacy skills.
Temporary intervention; continual
assessment needed to start to determine
next steps within 1012 weeks.
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The Next Steps
Different for each student.
Maintain flexibility of student movement
within tiers as student responsiveness is
noted.
Refer students to Tier 3 as the need for more
intense instruction is noted.
Successful students continue with Tier 1 in
their classroom after sufficient progress.
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Wrap-Up
Things to Remember:
Tier 2 is implemented by general education
teachers in collaboration with other
instructors, depending on student needs.
Tier 2 interventions augment, but do not
replace, Tier 1 classroom interventions.
Tier 2 involves temporary instruction;
ongoing assessment decides the direction of
each student’s literacy needs.
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Wrap-Up Activity
In Tier 2 instruction, what is the role of the…
Classroom teacher?
Special educator or literacy specialist?
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For Next Time
 Read pages 1217 in “Interventions for Adolescent
Struggling Readers: A Meta-Analysis with
Implications for Practice” (2007).
 In your opinion, what are the three most important ways in
which adolescents can benefit from interventions?
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References
Howard, M. (2009). RTI From All Sides: What Every Teacher Needs to Know.
Portsmouth, NH: Heinemann.
Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch,
C. K., & Torgesen, J. K. (2007) Interventions for adolescent struggling
readers: A meta-analysis with implications for practice. Portsmouth, NH:
RMC Research Corporation, Center on Instruction.
Vaughn, S, & Roberts, G. (2007). Secondary interventions in reading: providing
additional instruction for students at risk. Teaching Exceptional Children,
4046.
Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and
strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.
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