Tier I

Tier II

Tier III

Definition

The “core” curricular and instructional reading programs and strategies in the general education setting, including ongoing professional development and assessment three times per year to determine if students are meeting benchmarks

Programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I and which take place in homogeneous groups

Specifically designed and customized reading instruction that is extended beyond the time allocated for Tier I and Tier II

Focus

For all students in grades K through 3

For students identified with marked reading difficulties, and who have not responded to Tier I efforts

For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts

Instruction

Many opportunities to practice reading are provided throughout the school day

*Additional attention, focus, and support

*Additional opportunities to practice are embedded throughout the school day

*Pre-teach, review skills, and frequent opportunities to practice skills

*Careful designed and implemented, explicit, systematic instruction

*Fidelity of implementation carefully maintained

Instructor

General education teacher with general education support

Supplemental instruction provided by personnel determined by the school

Additional intervention provided by personnel determined by the school

Setting

General education classroom

Appropriate setting designated by the school

Appropriate setting designated by the school

Grouping

Flexible grouping

Homogeneous small group instruction

Homogeneous small group instruction

Time

120 minutes per day – reading / language arts instruction

Minimum of 30 minutes per day in small homogeneous groups in addition to the 120 minutes per day that they receive in the core program

Progress monitoring twice a month on targeted skills to ensure adequate progress and learning

Assessment

On-going four times a year as scheduled for identificaton of specific skills-needs. It is recommended that all screening be done by the classroom teacher.

Progress monitoring twice a month on targeted skills to ensue adequate progress and learning

Progress monitoring twice a month on targeted skills to ensure adequate progress and learning

Program

Scientifically based reading instruction and curriculum emphasizing the five critical elements of beginning reading

- Open Court
- McGrawHill Basal
- Avenues by Hampton-Brown

Specialized scientifically based reading program(s) emphasizing the five critical elements of beginning reading

- Passport by Voyager
- Imagination Station by istation.com

Sustained, intensive, scientifically based reading program(s) emphasizing the five critical elements of beginning reading

- SBRR materials approved by Dallas Reading First Dept. and the DISD Instructional Review Team