Implementation Examples
Spotlight 3-Tier Reading Schools
(The 2004-2005 School Year through the 2007-2008 School Year)
Beginning in the 2004-2005 school year, the Spotlight 3-Tier project identified and began supporting four Texas schools in their efforts to implement a 3-tier reading model in Kindergarten through third grade.
Implementation of a 3-tier reading model is an ongoing process and a school-wide change effort. These four Spotlight 3-Tier schools demonstrated their commitment to making the changes necessary to meet the reading needs of their diverse student populations. Click on the links below to learn more about the Spotlight 3-Tier schools.
About the 3-Tier reading model used in Spotlight schools.
A 3-tier reading model is a framework consisting of three tiers, or levels, of reading instruction and intervention. Movement through the tiers is a dynamic process, with students entering and exiting intervention when assessment data indicate that their instructional needs are met. A key concept underlying this prevention model is that most reading difficulties can be prevented when intervention is provided as soon as students show a need.
Tier I: Core Classroom Reading Instruction
Tier I reading instruction is provided to all students for 90 uninterrupted minutes. It comprises three elements:
- A core reading program grounded in scientifically based reading research.
- Benchmark assessment of all students at least three times per year (fall, winter, and spring) to determine instructional needs and identify students who are at risk.
- Ongoing, targeted professional development to provide teachers with the necessary tools to ensure every student receives quality reading instruction.
Tier II: Intervention
For some students, core classroom reading instruction does not provide sufficient instruction. Spotlight schools have determined the “entry criteria” for receiving Tier II intervention, based on assessment data. Tier II intervention is provided for a minimum of 30 minutes daily, in addition to the 90-minute Tier I instruction. Tier II intervention is designed to meet the needs of these students by providing them with daily, additional small-group reading instruction with frequent opportunities for feedback and practice. Each student’s response to Tier II intervention is assessed using a progress-monitoring instrument every two weeks. Students exit Tier II when their progress-monitoring data indicate that the “exit criteria” has been met. Exit criteria usually include meeting grade-level benchmarks on assessment measures.
Tier III: Intensive Intervention
A small percentage of students require more intensive support in acquiring essential reading skills than Tier II intervention can provide. For these students, Tier III provides accelerated instruction that is more explicit, more intensive, and specifically designed to meet their individual needs by “closing the gap” in their reading performance. This intervention is provided in addition to the 90 minutes of Tier I instruction these students receive.
Spotlight 3-Tier schools have established entry and exit criteria for Tier III intervention, and student response to intervention is progress-monitored every two weeks. At the Spotlight schools, Tier III intervention consists of 30-50 minutes of daily intensive intervention provided by a reading specialist in small groups of one to three students.
Spotlight 3-Tier Reading and Math Schools
(The 2007-2008 School Year through the 2008-2009 School Year)
Beginning in the 2007-2008 school year, the Building RTI Capacity project identified and began supporting two Texas schools in their efforts to implement a 3-Tier math model in Kindergarten through second grade. These two campuses were both already implementing 3-tier reading.
Implementation of a 3-tier math model, like implementing a 3-tier reading model, is an ongoing process and a school-wide change effort requiring strong campus leadership. The two Spotlight 3-Tier schools have demonstrated that they are committed to making changes necessary to meet the math needs of their diverse student populations.