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Big Ideas
Big Ideas
Universal classroom instruction should be designed to be as effective as possible for all students, with additional supplemental and intensive instruction/interventions provided as needed so all students achieve or exceed proficiency.
Supplemental and intensive tiers of instruction are based on and aligned with the grade-level standards/benchmarks being addressed in the universal tier.
Multi-tiered System of Supports
Multi-tiered System of Supports
Universal (Tier 1) instruction focuses on the successful implementation of the standards to drive learning. They address fundamental curriculum skills and provide the foundation for students to develop critical thinking and problem-solving skills that will be used throughout life. The effectiveness of instruction is determined through student progress towards grade-level expectations
Supplemental (Tier 2) services are designed to address gaps in proficiency and improve student performance within Tier 1 expectations. This requires systematic, explicit, and interactive small group instruction targeted on foundational skills. Students are provided multiple opportunities to practice the target skills and receive feedback. Tier 2 instruction is in addition to and aligned with Tier 1.
Intensive (Tier 3) services provide support for students who demonstrate both intense (large achievement gap) and severe (unresponsive to instruction) learning problems. The support is diagnostic in nature, individualized, targeted to specific student needs, and is provided by highly experienced, and/or specialized, educators.
Elements of Tier 1, Tier 2, and Tier 3 Reading Instruction
Elements of Tier 1, Tier 2, and Tier 3 Reading Instruction
Tier 1
Use the B.E.S.T. Standards (Foundations, Reading, Communications, Vocabulary, ELA Expectations) in an integrated manner to design classroom-wide instruction that addresses:
Input Processes (receiving information)
Reading
Listening
Integration Processes (making "sense" of the information)
Working Memory
Analyzing (sequencing, organizing, generalizing)
Output Processes (sharing what was learned)
Speaking
Writing
Tier 2 and Tier 3
Shift the focus of data analysis activities; moving from problem-solving around whole class (tier 1) data to problem-solving around small group and individual data.
Increase the frequency of progress monitoring (opportunities students have to respond and receive corrective feedback) and the amount of academic practice.
Increase the use of explicit and direct instruction.
Model learning strategies with additional student practice.
Incorporate strategies to address self-regulation, academic behaviors, and executive function.
Increase the individualization of instruction; addressing the needs of smaller groups of students.
Move from analyzing and addressing universal reading comprehension skills (e.g. read, write, speak, listen) to specific language cognitive processes (e.g. phonological, orthographic, semantic, syntactic, discourse).
Collect data on language processing skills for those students with the most significant needs. Provide instruction/interventions for the following areas:
Phonological (speech sound) processing
Orthographic (print) processing
Semantic (meaning) processing
Syntactic (sentence level) processing
Discourse (connected text level) processing
Plan for generalization and support in tier 1 for progress made in tier 2 and tier 3 instruction/interventions.
Classroom Implementation
Classroom Implementation
Using the classroom implementation document, do the following:
Complete the "Think About Your Students" section and identify one or more areas of need to address with a small group of students.
Select at least one element of Tier 2/Tier 3 to help address the identified area of need (e.g. increase the frequency of progress monitoring, use explicit and direct instruction, model learning strategies, etc.).
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