Identification of Tier I, Tier II, and Tier III with

Instructional Plan
Name: Brooke Newton Date: 10-30-14 School: Strawberry Park
Elementary Grade(s): 2nd

1. What screening (or baseline) assessment data have you used?

Fall DIBELS Benchmark beginning of year assessment-Nonsense Word Fluency

2. What score(s) and/or criteria are you using to determine each Tier?

EXAMPLES:

2nd grade Scores

DIBELS Mid-Year and/or 8th grade AIMSweb R-CBM Fall Scores and/or criteria
ORF criteria 2013
Tier I 100+ Tier I 143 + wcpm
Tier II 73-99 Tier II 114-142 wcpm
Tier III 0-72 Tier III 0-113 wcpm

Cut-Scores/Goals and/or criteria

(see Examples above)

Tier I 55+

Tier II 35-54

Tier III 0-34

3. Place all students (from one of your classes or caseloads) into the table below
according to their screening or baseline assessment data. Add or delete colored rows to
the table as needed. (place your cursor on a colored cell in the table, left click, scroll to insert,
select insert rows above or below depending on which colored row you are adding or select
Delete cells ).

Name of student Score(s) Other Info if applicable

(use first or last initials for
confidentiality)
AS 113
MF 110
MD 75
MS 69 This student scored in tier 3 on the
DORF so we progress monitor him
every 2 weeks
GG 68
DF 61
AA 61
QR 59
AR 56
MT 55
JB 52 RTI plan
TQ 36
KF 32
VE 29 ELL, RTI plan
MA 25 RTI plan
AG 22 Student is in SPED because he has
autism. Also on RTI
AT 21 ELL, RTI plan

4. Analyze each Tiers Essential Elements of Instruction, Assessment, and Support

Plan. Use Utahs 3 Tier Model of Reading Instruction (Pages 13-21) as guidance for completing
your plan. If your school doesnt have one of the essential elements you may leave the space
blank. However the spaces completed needs to contain very specific information (i.e. name of
materials and/or programs, name of assessments, title of teachers, etc). For those blank spaces
use the resources provided in this course to consider possibilities.

Curriculum Material Instructi Instruct Assessm Time Support

s onal or ent
Organiza
tion

Tier I Focus on Treasures Small Classroo Beginning Fifteen -Title 1

comprehensi reading reading m of year, minutes teacher
on, program group teacher middle of with works on
vocabulary with year, end classroom different
and fluency. classroom of year teacher in curriculu
teacher small m with all
daily. reading students
group.
Fifteen
minutes
in small
reading
group
with Title
1 teacher.
Last thirty
minutes
of reading
group are
spent on
Lexia or
reading
alone.
Tier 2 Focus on Students Small Classroo Progress Fifteen -Title 1
phonics and work on reading m monitored minutes teacher
comprehensi the Read group teacher every two with works on
on. Live with weeks on classroom different
online classroom DIBELS teacher in curriculu
reading teacher NWF small m with all
program daily. reading students
every group.
morning. Fifteen
minutes
Treasures in small
reading reading
program. group
with Title
1 teacher.
Last thirty
minutes
of reading
group are
spent on
Lexia or
reading
alone.

Tier 3 Focus on -Seeing Small - DIBELS Sixty -Special

phonemic Stars reading Classroo NWF minutes ed. Team
awareness, sight group of m progress of reading
phonics and words three teacher monitored interventi -Title 1
basic students every two on four team
vocabulary. -Orton per group. -Title 1 weeks. days per
Gillingha teacher -Parent
Fifteen week. volunteer
m minutes DRA Reading is
instructio -Special progress s work on
with ed. integrate sight
nal model classroom monitored d into all
Teacher every two words
-Reading teacher, (two subjects. daily with
thirty weeks.
A-Z level students) students
A-D books minutes
with Title -ELL -Some
-Read Live 1 teacher teacher students
computer and (two attend an
reading fifteen students) afterscho
program minutes ol
alone homewor
working k club two
on Lexia days per
or reading week
alone.

Two
 students
meet for
thirty
minutes
with ELL
teacher
and
twenty
minutes
at the end
of the day
with
special
ed.
Teacher.

REFLECTION & NEXT STEPS

Which components, as specified in your plan, do you feel are already in place and being fully
implemented in your school and/or classroom for your students?

All students in our class work with the Title 1 teacher four days per week. Students with RTI plans
and students in special ed. all receive the appropriate amount of time in interventions. All
teachers are knowledgeable about the amount of time required for students on RTI plans and are
excellent about making sure those students receive support.

Which components, as specified in your plan, do you feel are in the beginning or developing
stages of implementation in your school and/or classroom for your students?

In my classroom the small groups are evolving. I think that some of the groups do not fit together
very well based on reading ability. However, as we get to know the students and their reading
level more and more we are starting to form better small reading groups.

Which components, as specified in your plan, have not yet begun to be implemented in your
school and/or classroom for your students?

Parents are not involved in any way with students on RTI plans. There is no communication
between parents and teachers about what students are specifically learning at school. I think
there should be more contact between school and home so that parents know how to help the
reading process continue at home.

Outline recommended next steps for your school in implementing all the components, as
specified in your plan.
According to my plan, my school will develop a more intensive curriculum for students in tier 1
and 2. Teachers are provided with many different tools of instruction for students in tier 3 but for
the rest of the students there is a very basic and undeveloped curriculum.

Describe what next steps you will take to implement all the components, as specified in your
plan.

To implement components in my plan, small groups should evolve to students needs. Even
students within the different tiers are at completely different levels. As seen in tier 1, the scores
have a range of about 50 points. This means that these students need to be taught very different
components of reading. If possible, I think that these students should be broken up into smaller
reading groups. Students in tier 3 range from 32 to 21. When a students reading skills are at this
level it is much easier to pinpoint exactly what they need support with. We can differentiate
reading curriculum for each student in this group to ensure that all students are receiving the
instruction that best suits them.