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) ✏ ✏ 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) ✏ 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 – – – – – 419

Fall 2013 Dibels scores K - 3

GRADE Results for Grade 2

GRADE Results 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 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?