Quincy Public Schools The Three Tier Reading Model

By: Erin Perkins Colleen Dufresne Janet 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 Achievement

Dynamic Indicator of Basic Early Literacy Skills (DIBELS) ✏ ✏ (DRA) ✏ Assesses-Word Recognition and Oral Reading Fluency Group Reading Assessment and Diagnostic Evaluation (GRADE) Assesses-Reading Comprehension Developmental Reading Assessment 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

Number of students tested: K - 702 1 – 722 2 – 681 3 – 685 4 – 659 5 – 419 ✏ 3,868 Students tested

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 ✏ 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 Programs

Great Leaps ✏ ✏ ✏ Fluency Quick Reads Fluency Read Naturally Fluency/Comprehension Journeys components Marilyn Adams Phonemic Awareness

The Literacy Team thanks you for your continued support!

Questions?