Quincy Public SchoolsQuincy Public SchoolsThe Three Tier Reading The Three Tier Reading

ModelModel

Quincy Public SchoolsQuincy Public SchoolsThe Three Tier Reading The Three Tier Reading

ModelModelBy: Erin PerkinsBy: Erin Perkins

Colleen DufresneColleen Dufresne

Janet BaglioneJanet 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 AchievementDynamic 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

✏ 3,868 Students tested

Number of students tested:K - 7021 – 7222 – 6813 – 6854 – 6595 – 419

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 ProgramsGreat Leaps

✏ Fluency

Quick Reads ✏ Fluency

Read Naturally ✏ Fluency/Comprehension

Journeys componentsMarilyn Adams Phonemic Awareness

The Literacy Team thanks you for your continued support!

Questions?