How can the Rosa Parks teachers effectively implement the RTI components in each tier?

Page 5: Tier 1

Although Mr. Brewster was worried about having to teach reading for a 90-minute period, he soon realizes that the 90 minutes allow him more opportunities to differentiate instruction and to employ different grouping formats.

The following section describes in more detail how Mr. Brewster implements this lesson plan. Throughout the section, links provide information for each grouping format contained in this 90-minute instructional period.

Providing 90 Minutes of High-Quality Instruction

Whole-Group Instruction (10 minutes)

(8:00 to 8:10)

Mr. Brewster spends the first 10 minutes of reading instruction leading whole-group activities. Mr. Brewster likes to start his reading class with a whole-group activity because he feels that this provides a common focus in reading across all the groups. Additionally, it allows the students, regardless of reading-ability level, to interact and contribute to discussions (e.g., a student with a learning disability can brainstorm a number of high-level ideas, even though he or she has difficulty reading written text). Click here for an example of Mr. Brewster's whole-group activities. This whole-group lesson focuses on compound words (core reading component: phonics and word study). Mr. Brewster explains what compound words are and gives examples that are appropriate for the three reading levels: low-, middle-, and high-performing readers (e.g., “into,” “doghouse,” and “underground”). Next, he asks his students to come up with their own examples of compound words, and he writes those on the board, as well. Finally, Mr. Brewster provides the students with non-examples and has them make the words into real compound words (e.g., “shoeplace” versus “shoelace”; “starglasses” versus “sunglasses”).

Small-Group Instruction/Learning Activities (60 minutes)

This 60-minute period is broken into three 20-minute sessions. During each session, Mr. Brewster provides instruction to one small group, while the other students are engaged in learning-center activities. Mr. Brewster creates two learning centers. The first, which he refers to as the story center, is devoted to vocabulary. Within this center, Mr. Brewster has provided a variety of listening, reading, and writing activities that reinforce vocabulary skills. The second learning center incorporates a variety of reading activities that address key reading skills. As noted previously, Mr. Brewster formed these small groups using the universal screening data, dividing the students according to their performance levels (same-ability grouping): low, middle, and high.

Note: This is only one method of how to implement small-group instruction.

First 20-minute session

(8:10 to 8:30)

During this first 20-minute session, notice that Group 1 is working at the small-group table, Group 2 is working on the story-center activities, and Group 3 is working on learning-center activities. To see more information on the lesson plan and activities that the three groups will be engaged in during the first 20-minute session, click on each of the links (i.e., small group, story center, learning center) below the diagram. Note: Classroom diagram not to scale Small Group (Group 1) Group 1 small-group instruction lesson plan Book A Reading Lesson 10 (/oo/ sounds): Moon Boots Story Center (Group 2) Group 2 story-center lesson plan Listen to Bon-Bon the Downtown Cow on tape. Bon-Bon activity: Write a song for Bon-Bon to sing at the talent contest. See how many “ou” and “ow” words you can use. Learning Center (Group 3) Group 3 learning-center lesson plan Choose ONE of the following activities: Set the timer on the table for 5 minutes. See how many compound words you can write that have the “-igh-” letter combination in them. Use the graph paper in the blue folder, and graph the results for each person in your group. On the computer, go to the website bookmarked for your group. Do the compound-word puzzle activity. With a partner, complete two Mad LibTM sheets in the blue box. Note: You can ONLY use words that have the long i sound! See how many “-igh-” words you can use.

Second 20-minute session

(8:30 to 8:50)

During this second 20-minute session, notice that Group 1 moves to the learning center, Group 2 works with Mr. Brewster in small-group instruction at their desks, and Group 3 works on story-center activities. To see more information on the lesson plans and activities that the three groups will be engaged in during the second 20-minute session, click on each of the links (i.e., small group, story center, learning center) below the diagram. Note: Classroom diagram not to scale Learning Center (Group 1) Group 1 learning-center lesson plan Choose ONE of the following activities: Use letter cards to make as many “oo” words as you can. Write the words in a list. On the computer, go to the website bookmarked for your group. Do the compound-word puzzle activity. Using old magazines, cut out pictures of “oo” words and paste them on construction paper. Be sure to label each picture. Small Group (Group 2) Group 2 small-group instruction lesson plan Book B Reading Lesson 10 (/ou/ sounds): How Much is a Thousand Pounds? Story Center (Group 3) Group 3 story-center lesson plan Choose one of the books on the blue shelf. Read the book to yourself. Write six sentences that describe the story. Write one sentence that describes your favorite part of the story.

Third 20-minute session

(8:50 to 9:10)

During the final 20-minute session, Group 1 moves to the story center, Group 2 completes learning-center activities, and Group 3 receives small-group instruction at the table with Mr. Brewster. The diagram below depicts the student movement within the classroom for the third 20-minute reading session. Click on each of the links (i.e., small group, story center, learning center) below the diagram to see what the students will be doing during this time period. Note: Classroom diagram not to scale Story Center (Group 1) Group 1 story-center lesson plan Listen to Altoona Baboona on tape. Altoona Baboona activity sheet: Write three sentences that describe an adventure that you think Altoona Baboona should have next. Be sure to use at least three “oo” words! Learning Center (Group 2) Group 2 learning-center lesson plan Choose ONE of the following activities: On the computer, go to the website bookmarked for your group. Do the compound-word puzzle activity Work with a partner and practice /ou/ sounds using the flash cards in your group’s folder. Then, see how many compound words you can make using the flash-card words. Using old magazines, make a list of “ou” and “ow” words. What is the longest word you found? Small Group (Group 3) Group 3 small-group instruction lesson plan Book C Reading Lesson 9 (igh): The Brightest Idea

Many teachers think the management of learning centers can be challenging, particularly when planning meaningful activities and holding students accountable for their work. Listen as Thea Woodruff provides helpful hints for the successful implementation of learning centers (time: 1:09).

Paired Instruction (10 minutes)

(9:10 to 9:20)

The next segment of Mr. Brewster’s reading schedule is partner reading, in which all students in the class are paired to practice reading fluency. The students take turns reading a short passage to each other. Mr. Brewster walks throughout the classroom, observing each pair of students, occasionally providing feedback on their reading and their partnering skills.

Mr. Brewster paired his students using their fall universal screening scores and the rank-ordering method discussed in RTI (Part 3): Reading Instruction.

Click here for a quick review of this method.

Student name Fall Universal Screening Scores(Passage Reading Fluency Probe) Jack * 5 Laney * 7 Adam * 8 Sammy * 9 Paloma * 10 LaToya * 11 Caleb 23 Jenny 28 DeJuan 29 Casey 31 Susie 32 Niklas 35 Harris 35 Teri 36 Leoni 38 Irina 40 Jaye 41 Caroline 43 John 45 Misty 53 Benika 65 Hannah 71 Twyla 104 José 126

Step 2: Divide list Divide the list of students in half. Draw a line to create two groups of students.

Step 3: Move halves next to each other

Jack * 5 Laney * 7 Paloma * 10 Sammy * 9 Adam * 8 LaToya * 11 Caleb 23 Jenny 28 DeJuan 29 Casey 31 Susie 32 Niklas 35 Harris 35 Teri 36 Leoni 38 Irina 40 Jaye 41 Caroline 43 John 45 Misty 53 Benika 65 Hannah 71 Twyla 104 José 126

Step 4: Partner students based on list

As a result of using this method, the student pairs reflect mixed-ability grouping.

The video clip below provides an example of a partner-reading activity and includes a student’s perspective on this type of instruction. This example highlights Peer-Assisted Learning Strategies (PALS), a structured, peer-mediated reading activity appropriate for students in grades 2-8 (time: 1:40).

View Transcript

Independent Work (10 minutes)

(9:20 to 9:30)

During the final 10 minutes of class, all of Mr. Brewster’s students work independently on various activities and worksheets that reinforce the reading skills addressed in small-group instruction.

Click here for a printable scheduling chart to help plan for the different instructional groups (PDF document).

Progress Monitoring

While the students are engaged in independent work, Mr. Brewster collects weekly progress monitoring data. Because he collects data for each student in his classroom (excluding Jack), not just those whose universal screening data indicated that they were struggling readers, he assesses 4 to 5 students per day.

Now that the students are in second grade, the Word Identification Fluency (WIF) probe is no longer appropriate for most students. Instead, Mr. Brewster uses Passage Reading Fluency (PRF), which is more appropriate to assess the skills of second-grade students. This measure assesses students’ abilities to read sentences, paragraphs, and passages. For the assessment, each student reads a passage for one minute while Mr. Brewster records the number of words he or she reads correctly.

Making Tier Decisions

After 8 weeks of collecting progress monitoring data, Mr. Brewster evaluates the results for Laney, Paloma, Sammy, Adam, and LaToya—the students who were identified by the universal screening as having potential reading difficulties. Mr. Brewster will not make a tier placement decision for Jack because he is already receiving Tier 3 services. Mr. Brewster begins by examining each of his struggling students’ graphs. To evaluate a student’s progress and to make a tier placement decision, Mr. Brewster will review the progress monitoring data collected. He will examine the student’s rate of growth (slope), which will indicate how much the student’s reading skills have increased each week.

Below is an example of Paloma’s graph and how to use the data to make a tier placement decision.

Paloma

The score on the first probe — 10
The score on the last probe — 14
The first administration time period — week 1
The last administration time period — week 8
Slope = Click here to calculate Paloma’s slope.

Paloma’s rate of growth is .57. The criterion for adequate progress on the PRF is a rate of growth (or slope) equal to or greater than one. The data indicate that Paloma would benefit from Tier 2 intervention.

Mr. Brewster compares each student’s slope to the rate of growth specified by the progress monitoring measure being used:

• If the student’s slope is equal to or greater than the specified rate of growth (e.g., a slope of greater than or equal to 1 on the second-grade PRF probe), the student is responding adequately to instruction.
• On the other hand, if the student’s slope is less than the specified rate of growth, more intensive instruction, like that provided in Tier 2, is warranted.

Two of the six struggling students have specific learning needs. Jack was identified with a learning disability in first grade and has an IEP. He will continue receiving Tier 3 intervention (special education services) from Ms. Jacobs. Mr. Brewster will meet often with Ms. Jacobs to discuss Jack’s progress. Sammy was identified with ADHD in first grade and has a 504 plan. After discussing Sammy’s reading skills and his progress monitoring data, Mr. Brewster and the S-Team believe that Sammy can make adequate progress in the general education classroom with a few accommodations. The remaining students did not make adequate progress in Tier 1, as indicated by their rates of growth (slope) on the progress monitoring data.

Remember:

• At Rosa Parks, second-grade students are typically monitored using the PRF.
• If a student’s slope is greater than or equal to 1 on the PRF, he or she is making adequate progress.
• Jack is monitored using the WIF.

If you would like practice calculating the slope for each student in the table below, click here for a slope calculator. (The PRF slope criterion is 1; the WIF slope criterion is 1.8.)

Student	Progress Monitoring Data	RTI Tier 1 Decision
	Description This is a line plot graph of Jack’s Tier 3 CBM data. The x-axis is labeled “Weeks of Instruction.” Weeks 0 through 8 are shown, with every week labeled on the axis. The y-axis is labeled “Words Correct Per Minute.” 0 to 70 correct words per minute are shown, with every 10 words correct per minute labeled on the axis. There are two line plot graphs during this Tier 3 instruction. The red graph shows Jack’s data and the purple graph shows Jack’s goal line. These graph indications are shown in the key underneath the graph. Jack’s goal line begins at 30 words correct per minute and stretches to 60 words correct per minute by Week 8. Jack’s data has eight plotted points at weeks 1 through 8. The points per week are as follows: 30, 31, 32, 35, 38, 40, 41, and 45 words correct per minute. (Jack’s slope = 2.14)	Identified as having a learning disability in first grade Has an IEP and will continue to receive Tier 3 intervention
	Description This is a line plot graph of Laney’s Tier 1 CBM data. The x-axis is labeled “Weeks of Instruction.” Weeks 0 through 8 are shown, with every week labeled on the axis. The y-axis is labeled Words Correct Per Minute. 0 to 16 correct words per minute are shown, with every two words correct per minute labeled on the axis. There are two line plot graphs during this Tier 1 instruction. The red graph shows Laney’s data and the purple graph shows Laney’s goal line. These graph indications are shown in the key underneath the graph. Laney’s goal line begins at 6 words correct per minute and stretches to 15 words correct per minute by Week 8. Laney’s data has 8 plotted points at weeks 1 through 8. The points per week are as follows: 6, 7, 8, 7, 8, 9, 10, and 9 words correct per minute. (Laney’s slope = .43)	Not making adequate progress in Tier 1 instruction Will receive Tier 2 intervention
	Description This is a line plot graph of Paloma’s Tier 1 CBM data. The x-axis is labeled Weeks of Instruction. Weeks 0 through 8 are shown, with every week labeled on the axis. The y-axis is labeled “Words Correct Per Minute.” 0 to 16 correct words per minute are shown, with every two words correct per minute labeled on the axis. There are two line plot graphs during this Tier 1 instruction. The red graph shows Paloma’s data and the purple graph shows Paloma’s goal line. These graph indications are shown in the key underneath the graph. Paloma’s goal line begins at 10 words correct per minute and stretches to 15 words correct per minute by Week 8. Paloma’s data has eight plotted points at weeks 1 through 8. The points per week are as follows: 10, 10, 11, 12, 11, 12, 13, and 14 words correct per minute. (Paloma’s slope = .57)	Not making adequate progress in Tier 1 instruction Will receive Tier 2 intervention
	Description This is a line plot graph of Sammy’s Tier 1 CBM data. The x-axis is labeled “Weeks of Instruction.” Weeks 0 through 8 are shown, with every week labeled on the axis. The y-axis is labeled “Words Correct Per Minute.” 0 to 16 correct words per minute are shown, with every two words correct per minute labeled on the axis. There are two line plot graphs during this Tier 1 instruction. The red graph shows Sammy’s data and the purple graph shows Sammy’s goal line. These graph indications are shown in the key underneath the graph. Sammy’s goal line begins at eight words correct per minute and stretches to 15 words correct per minute by Week 8. Sammy’s data has eight plotted points at weeks 1 through 8. The points per week are as follows: 8, 10, 11, 9, 12, 15, 12, and 11 words correct per minute. (Sammy’s slope = .43)	Identified as having ADHD in first grade Not making adequate progress in Tier 1 instruction The S-Team believes that Sammy’s ADHD is contributing to the erratic nature of his data. So the S-Team decides to try some instructional accommodations before making a Tier 2 decision. Will continue with Tier 1 instruction only; his progress will continue to be monitored and evaluated
	Description This is a line plot graph of LaToya’s Tier 1 CBM data. The x-axis is labeled “Weeks of Instruction.” Weeks 0 through 8 are shown, with every week labeled on the axis. The y-axis is labeled “Words Correct Per Minute.” 0 to 16 correct words per minute are shown, with every two words correct per minute labeled on the axis. There are two line plot graphs during this Tier 1 instruction. The red graph shows LaToya’s data and the purple graph shows LaToya’s goal line. These graph indications are shown in the key underneath the graph. LaToya’s goal line begins at 10 words correct per minute and stretches to 15 words correct per minute by Week 8. LaToya’s data has eight plotted points at weeks 1 through 8. The points per week are as follows: 10, 11, 12, 11, 10, 11, 12, and 12 words correct per minute. (LaToya’s slope = .29)	Not making adequate progress in Tier 1 instruction Will receive Tier 2 intervention

After evaluating the data, Mr. Brewster determines that Laney, Paloma, Adam, and LaToya would benefit from targeted instruction provided in Tier 2, in addition to Tier 1 instruction.