ERF Tier-2 Intervention Guidelineserf.ku.edu/presentations/Tier-2 framework and... · Web viewThese placements are to be used with the Common Word Intervention Procedures (CWIP)

ERF Tier-2 Intervention Guidelines

ERF Tier-2 Intervention Guidelines

MA 12-8-8

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ERF Tier-1 and Tier-2 Intervention Guidelines

Overview

The purpose of Early Reading First is to train teachers how to deliver appropriate and sufficient instructional capacity that leads to improved child outcomes in pre-literacy and oral language development. Instructional capacity is built by providing effective general and more intensive differentiated instruction dependent on child need. In order to structure such a system, our Wy-ERF project has two levels of instruction: Tier 1 and Tier 2. Tier 1 instruction is universal in that every child in the preschool class receives the same instruction of pre-literacy and oral language skills. The purpose of Tier-2 intervention is to accelerate the academic outcomes of preschool children who are performing below benchmark on assessments by increasing the intensity of instruction. When teacher fidelity of implementation checklists indicate that teachers are skilled at Tier-1 instruction, it is appropriate for the Tier-2 implementation process to begin.

Tier-1

A Tier-1 developmentally appropriate preschool environment is exemplified by effective teacher instruction in the early literacy areas of phonological awareness and print knowledge and the active, thoughtful extension of oral language skills. Teachers create a developmentally appropriate environment using Creative Curriculum, Kansas Early Childhood, and Head Start guidelines. Tier-1 instruction is structured around the evidenced-based Scholastic Early Childhood Program (SECP) Curriculum. Teachers use the teacher's manual to purposefully plan lessons for circle, small group, free play (center), and storybook reading. Additionally, effective teaching includes skillful delivery of instructional content. Throughout the day, teachers use following defined steps of scaffolded instruction: 1) model desired behavior or skill, 2) provide guided practice in which teacher(s) and children practice the behavior or skill together, and 3) present opportunities for independent practice in which the children demonstrate the ability to perform the behavior or skill on their own.

Tier-2

Two Tier-2 Components

Tier-2 instruction has three major components to consider. They are 1) the methodology for increasing intensity of instruction, 2) skill content of what will be delivered, and 3) intervention to be used. It should be emphasized that these three components provide a menu of possibilities for Tier-2 instruction. Teachers will chose from these categories and learn to implement only the chosen intervention and delivery methodology.

Increasing intensity. There are three research-based methodology options for increasing the intensity of instruction that ERF will use. These options can be used separately or combined with one-another. One option is double-dose. During the double-dose lesson, the teacher repeats content that was taught earlier in the day. The repetition of a skill set gives children extra time to practice, learn, and master basic skills that have been recently taught. A double-dose lesson should be shorter than the original lesson and should last no longer than 10 minutes. The teacher may need to prioritize the most important and/or easiest portion of the lesson to repeat. A second methodological option to increase intensity of instruction is grouping size. By implementing intervention that is individualized or with a small group size of four or fewer children, teachers have the opportunity to provide more focused scaffolded instruction. The child's opportunity to respond (practice the skill) can be dramatically increased with a change in grouping size. This methodology is usually has a shorter time in instruction. The instructional intervention can be as short as 30 seconds with quick individualized intervention that is repeated multiple times throughout the day or as long as 7 to 8 minutes when a small group of children are gathered together for an intervention session. A third methodological option to increase intensity of instruction is to narrow skill set being taught. For example, in order to learn the concept of rhyme, children must understand the concepts of beginning, middle, and end. A pre-skill lesson(s) for rhyming would be to teach the child(ren) where the beginning, middle, and end of a word are found. Another example of narrowing the skill set is to restrict the scope of the skill being taught. For example, if the ultimate goal is for a child to learn the letters in her name, the increased intense focus of instruction could be to master the first letter of the name instead of all of the letters in the name. Instruction with a narrow skill set should also be completed within a short time frame of less than 6 to 7 minutes. The important focus is on a very small skill set which is repeatedly practiced.

The best methodological delivery option to increase intensity of instruction depends upon 1) number or children who need Tier-2 intervention, 2) the number staff available to provide Tier-2 instruction, and 3) the level of intervention that is needed. For example, if over half of the children in the classroom need Tier-2 intervention, the individualized option is probably not practical. A double-dose repeating the materials learned during a second small group might be the most feasible methodology for increasing intensity. Available personnel are another consideration when choosing a methodology. For example, if it is determined by the classroom team that one teacher from the team will become responsible for Tier-2 intervention, teacher preference of methodology and the team's decisions about the best time to provide Tier-2 instruction should be taken into consideration. A combination of small group with a narrowed skill set might be the best option. For children who need the most intensive intervention narrowing the skills set is usually a "must-do". The narrowed skill set is best provided on an individualized basis or in a very small group.

Skill content. The second major component of Tier-2 is the content or skill set to be delivered. This content is based on each child's progress monitoring data. Progress monitoring data provides specific information about the child's letter knowledge, phonological awareness knowledge, and expressive oral language.

Interventions. Regardless or the method of delivery or skill content, Tier-2 interventions should be multisensory and as concrete as possible. Multisensory means that children do more than just look and/or listen during instruction. There is active involvement that uses more than one sense, movement, or memory aid. For example, a concept set to music is a memory aid that uses rhythm and auditory and sometimes motion and visual. During a multisensory activity children might 1) write and say the letter they are writing (fine motor, sight, & speech), 2) write the letter in the air while saying the letter (large motor movement & speech), 3) raise hand when a word that begins with a certain letter appears (large motor movement & visual), 4) trace a letter on sandpaper (feel, fine or large motor, & visual), 5) clap syllables (feel, move, hear), or 6) move a series of objects while counting (fine motor movement, visual, & speech). Prompts such as pictures and objects should be used a frequently as possible.

The matrix below lists each intervention. The appendix includes procedures for each intervention.

Suggested Intervention Strategies by Skill and Intensity Methodology

Methodology for Increasing Intensity of Instruction

Skills

Double Dose

Smaller Group (4 or fewer)

Individualized

Reduced Skill Set

Phonological Awareness

Repeat of the PA activities from small group

Phonological Awareness Routine (PAR)

Pocket Intervention Card (PIC)




Letter Knowledge

Repeat the LK activities from small group

Review, Introduce, Practice (RIP) Letter Review/ Multisensory letter Introduction / Practice


Review, Introduce, Practice (RIP) Letter Review/ Multisensory letter Introduction /Boxed Letter Practice Sheets


Review, Introduce, Practice (RIP) Letter Review/ Multisensory letter Introduction /Boxed Letter Practice Sheets

Expressive

Vocabulary

Repeat the expressive vocabulary activities from circle or small group

Common Word Intervention Procedures (CWIP)

Book Reading Scripted Vocabulary Response







Implementation Overview

1. Children identified for Tier-2 will have been assessed on standardized assessments and are classified as below benchmark.

2. Classroom teachers will have been assessed with Circle, Center, Small Group, and Storybook reading Fidelity of Implementation Checklists and received an 80% combined score average score across all teachers and content areas.

3. The Tier-2 team of teachers, mentor coach, and intervention coach will meet to look at data and number of children who need Tier-2 intervention.

4. Based on discussion, a Classroom Intervention Plan Tier-2 (CIPT) will be created (See appendix for sample classroom plan). The plan will include 1) the methodology for increasing intensity of instruction, 2) skill content of what will be delivered, 3) intervention(s) that will be used, 4) who will provide the intervention(s), and 5) when the intervention will be provided during the instructional day.

5. Based on the team's CIPT choices, teachers and mentor coaches will receive Tier-2 training. There trainings will include

a. Training and reliability checks focused on how to complete progress monitoring assessments.

b. Guided practice in using progress monitoring data to determine Tier-2 intervention.

c. Guided practice in the creation of lesson plans for children in Tier-2 intervention

d. Training in the expectation of documentation for additional instruction.

e. Additional training in the use of small group instructional techniques

f. Training in the use of individualized student skill work.

6. Intervention coaches will model strategies for teachers, observe teacher implementation and, collect fidelity of implementation data. Mentor coaches will also provide teacher feedback.

Roles and Responsibilities

Juniper Gardens

EAGLE

Sites

· Assess children on standardized assessments.

· Assist in conducting monthly progress monitoring,

· Determine below benchmark children

· Provide Tier-2 training

· Provide intervention coach who will work with mentors and teachers to plan and implement strategies

· Conduct fidelity of implementation for Tier-2 intervention

· Provide mentor-time to work with intervention coach to plan Tier-2 implementation for each classroom that meets Tier-2 conditions.

· Assist in conducting monthly progress monitoring

· Through the process of coaching activity reports, mentor coaches will report on the use of Tier-2 implementation

· Assist in conducting progress monitoring.

· Based on data, teachers will plan Tier-2 intervention with mentor and intervention coaches.

· Teachers will provide Tier-2 intervention.

· Prior to the end of the 2010 school year, classrooms will independently conduct progress monitoring, plan, and implement Tier-2 instruction.

Appendix

Phonological Awareness Sequence of Introduction


Letter Knowledge Sequence of Introduction

Review, Introduce, Practice (RIP)

Letter Review/ Multisensory letter Introduction /Letter Practice




Sample Classroom Intervention Plan Tier-2 (CIPT)

Phonological Awareness

Phonological Awareness is the ability to manipulate the sounds of a language. It requires separating or blending different units including: word, syllable, groups of letters, and individual sounds.

Sequence of Phonological Awareness Skills

Skill

Pre-skill

1. Separate sentences or titles into words. (e.g., clap out words in a title)

Concept of word – Makes up sentences

Understanding terms-start, beginning, middle, last, end

2. Separate words into syllables or beats (e.g., clap out syllables in words)

Concept of syllable – Natural short pause within word. The technical definition of a syllable is a group of letters with one vowel sound.


3. Recognize rhyming words. (e.g., children can correctly identify words that rhyme.)

Concept of rhyme – two or more words that sound alike at the end

Understanding terms same and different

Understanding terms start-beginning, middle, last, end

4. Generate rhyming words. (e.g., children make up new rhyme with real or nonsense words)

Concept of rhyme – two or more words that sound alike at the end

Understanding terms-same and different


5. Recognize words that start with the same sound.

Concept of alliteration - repetition of the same sounds at the beginning of words

Understanding terms- start and beginning

6. Generate words that start with the same sound.

Concept of alliteration - repetition of the same sounds at the beginning of words

Understanding terms-start and beginning

7. Recognize words that end with the same sound.

Understanding terms-end and last

8. Generate words that end with the same sound.

Understanding terms-end and last

9. Segment words into sounds. (e.g., the sounds in cat are /c/-/a/-/t/)

Concept of phoneme – smallest sound unit

Understanding terms-take apart and separate

10. Blend sounds into words. (e.g., /c/-/a/-/t/, put together says cat)

Concept of phoneme – smallest sound unit

Understanding terms-put together and blend

11. Move sounds around to create new words.( e.g., If I take the letter c off of the word cat and put on the letter h, I have the word hat.)

Understanding terms-delete, take-off, replace


The reading research consistently reports that the children who have good phonological awareness skills in kindergarten become good readers in later years. Phonological awareness is a learned skill and should be taught to young children. Phonological awareness skills are sequential in nature and lead children from the pre-reading into the beginning reading stages of development. The purpose of this intervention is to improve phonological awareness skills. The intervention is meant to last 7-8 minutes.

Procedure

Example

1) Select at the lowest level phonological awareness skill that child(ren) need to master

Child is not able to clap the words in a title or identify a word from a letter.

Select the lowest phonological awareness skill

2) Start instruction with a review of the subskill. Continue to work with this subskill until the child(ren) is able to correctly answer questions about the subskill(s). This may require a lesson or more of working on the subskill until they are mastered.

"Today we are going work with words in title of several books. What is one of the words in the title, Clifford Goes to School?"

"Show me the beginning of the title. Now show me the end of the title.?

3) Introduce and practice the phonological awareness skills.

Use the "I do it; We do it; You do it"

"Let's clap out words in title of several books."

4) Have the (each) child demonstrate the skill.

"Now I want to see you clap out the words in the title." If a group, go around to each child in the group.

5) Extend with a more phonological awareness manipulating.

"Let's take away the first word in title. What is the rest of the title. In Clifford Goes to School, the first part of the title is Clifford."

6) Quick review of the lesson.

"Today, we worked on clapping the words in the titles of books. Let's clap one last title together."

Letter Knowledge Sequence

Alphabet knowledge is a major predictor for future reading success. The following is a suggested sequence of skills for improving letter knowledge achievement.

Sequence of Letter Knowledge Skills

Skill

Pre-skill

1. Sing the alphabet.

2. Say the alphabet with the middle letters l,m,n,o,p clearly and separately said.

Concept of letter – letters are combined to make words and tell a meaning. Ex., Cat has three letters. The combination of the letters in the right order names an animal.

3. The child can recognize the letters in his or her first name.

Concept of letter – letters are combined to make words and tell a meaning.

Concept of upper case – Block or capital letters are at beginning of some words.

Concept of lower case – most printed letter are lower case.

4. The child can write the letters in his or her first name.




5. The child can recognize the letters in his or her last name.




6. The child can write the letters in his or her last name.




7. The child can recognize and write the current upper and lower case letters of the week.




8. The child can recognize and write the upper and lower case letters that have been introduced over the last month.




9. The child can recognize and write the upper and lower case letters that have been introduced over the three months.




Procedures for Review, Introduce, Practice (RIP)

Letter Review/ Multisensory letter Introduction /Letter Practice

The purpose of RIP is for the children to become fluent in upper and lower case letters. This procedure begins once the children have completed the saying the alphabet stage. Once children have learned the letters in their name, the focus changes to letters introduced from the curriculum that are still unknown. Consult the letter naming progress monitoring data to decide the letters to introduce. There are three main steps in this intervention that should last 7-8 minutes. They are 1) review letters that have been taught, 2) Introduce new letters with a multisensory immersion, and 3) practice writing the to-be-learned letter.

Procedure

Example

Letter Review

1. Show letter/picture cards of letters that have already been taught and quickly review the names of the letters.

Note: There is no review phase until the child(ren) have mastered at least one letter to review.

"Let's review the names of the letters on our picture cards."

Multisensory Letter Introduction

1. The teacher reads the letter/picture card to the students. The teacher notes how the upper and lower case differ from each other.

"Our new letter today is a. Our picture that goes with letter v. Valentine…v. The upper and lower case of this letter look the same except that the upper case is larger This is the letter v. What letter is it?"

2. Pass out paper with the letter written on it. Have the child(ren) trace the letter with then his or her index finger.

"Here is our letter v paper. Pull one finger down and then back up like this. Say v" Teacher models. "Let's trace it together. Say v. Now you trace it for me and don't forget to say the name of the letter…v"

3. The teacher has the children skywrite the letter.

"Now we are going to skywrite the letter v. Arms up. Pull down one side and up the other. What letter are we tracing? That's right the letter v."

4. The teacher has the children write upper and lower case letter with pencil or crayon. The students say the name of the letter as they write both the upper and lower case version of the letter three times.

"Now we are going to write the letter v. What is our letter today? Yes, v. Write the letter v three times. Say v each time you write it."

5. The teacher links the letter to picture by saying the picture and letter together three different times.

"Our picture that goes along with v is valentine. Listen, valentine, v; valentine, v; valentine, v. Say it with me. (Teach and child(ren) say it 3 times together.). Now you say it (child(ren) says it three times)."

6. The teacher says the sound of the letter. The students repeat the sound and say the letter three times.

"Our sound that goes along with v is /v/. Listen,, v, /v/; v. /v/; v, /v/. Say it with me. (Teach and child(ren) say it 3 times together.). Now you say it (child(ren) says it three times)."

Practice

1. The children practice writing the letter on the letter page and say the letter each time they write.

"Now we are going to write the letter v a few more times on our paper. What is our letter today? Yes, v. Write the letter v three more times. Say v each time you write it."

Expressive Vocabulary and Common Word Intervention Procedures (CWIP)

Expressive vocabulary is vocabulary that is used to communicate. The extent of our vocabulary is often linked to how well we understand the text that we read. We want to teach children as much vocabulary as possible. Early Reading First has provided each classroom with a set of placemat that are themed based. These placements are to be used with the Common Word Intervention Procedures (CWIP). The CWIP has three parts: 1) review, 2) learn one or two pictures in depth, and 3) rapid fire naming. This intervention is meant to last 7-8 minutes.


Procedure

Example

Review

1) Review any of the items on the placemat that were discussed during the last session. If this is the first time with this placement, skip the review portion of the lesson.

"We are going to quickly name the pictures we looked at last time. Ready, set, name!"

Learn one or two pictures in depth

1) Teacher will pick a placemat that is related to the theme or a common concept such as colors.

2) The teacher will point to the heading of the placement and tell the children the theme of the placemat.

"Today we are going to look at pictures of farm animals."

3) The teacher asks the child to name the pictures on the placemat that they know. Note: if this was completed during the review portion of the lesson, skip this step.

"Tell me the names of the animals that you know on the page."

4) The teacher then picks out other picture on the placemat to talk about.

"Yes, you know that this is a cow. Let's look at this picture. It is a sheep."

5) The teacher repeats the name of the animal at least three times.

"Sheep, sheep, sheep. Say sheep with me. Sheep, sheep, sheep. Now you say sheep. Sheep, sheep, sheep."

5) The teacher tells the child how she knows what the object is.

"I know this is a sheep because it has white curly hair. What is this animal called? How do I know it is a sheep"

6) The teacher helps the child compare and contrast what the child knows and doesn't know.

"How is the sheep the same as and different from the cow?" A very short discussion ensues about how the cow and sheep are different and alike.

7) The teacher asks the child the name of the new animal.

"What is the name of our new animal?"

Rapid fire naming

1) The teacher prepares the child for rapid fire naming of items on the placement and sets the timer for 1 minute.

"Are you ready to see how many of these animals we can name in a minute?".

2) The teacher tells the child that the teacher will name the item and the child will repeat the name. This continues until the timer goes off.

"I will set the timer and name an animal. You will repeat the name of the animal. We will see how many of the names we can say in one minute."

3) After the timer goes off, the teacher and the child go back and count the number of items they were able to name. The child says each name with the teacher.

Let's go back and count to see how many we recognized. We said cow, that's 1, sheep that's 2, pig that's 3, chicken that's 4, (until all of the animals in a minute are named again and counted."


This is an interactive book intervention. The purpose of the intervention is to systematically teach target, rare words within a given text. In order to use this intervention, the teacher would first need to choose the book and choose a list of target words. This intervention is meant to last 7-8 minutes.

Vocabulary Script

Feature

Example

1) Name and point to picture presenting target word

This is a Sheila Rae's sibling.

(while pointing to the sister)

2) Ask child to point to picture representing target word

Point to Sheila Rae's sibling.

3) Ask child to say target word

Say sibling.

(Help your child say sibling.)

4) Provide an explanation of the target word

Sibling is another word for a brother or sister.

5) Make a comment with target word

You have siblings.

6) Ask a question with target word

Who are your siblings?

(Help your child name brothers and/or sisters.)

7) Use the cloze procedure to elicit word from child

Yes, _____ and _____ are your…


8) Ask child to explain meaning of word

What is a sibling?

(Help your child tell you what a sibling is.)

9) Verify meaning of word

Yes, a sibling is a brother or a sister.

10) Provide definition and ask child for target word

What is another name for a brother or a sister?


Source: Crawford, K. (2006). Effects of Scripted Storybook Reading on Young Children and Mothers from Low-Income Environments. Doctoral dissertation. Florida State University.


Although the pocket card will work across skills, this intervention is meant to work with only one child at a time. Intensity for this intervention is increased by providing a 15 to 30 second intervention 8-10 times a day. There is a very small skill focus. For example, a good skill on which to focus is the first letter of a child's name or clapping the syllables in the child's name, or learning the name of a shape or two.

Monday

Tuesday

Wednesday

Thursday

Friday

x x x x x x x x x

x x x x x

M

Procedure

Example

Preparation

1. The teacher chooses a very specific, very limited skill on which to work.

2. The teacher writes the skill to be learned on the card.

Intervention

1. The first few times of the day that this intervention is completed, the teacher tells the child the information on the card; has the child say the information with the teacher, and then the child says the information by him or herself.

"This is the letter M. It is the first letter in your name. Say the name of this letter with me. M. Now say the name of the letter by yourself When do we use this letter?."

2. The teacher puts an X at the top of the card under the appropriate day.

3. The teacher repeats the process up to 10 a day. As the teacher feels that the child is beginning to learn the information on the card, the teacher will drop the model part of the intervention and ask the child to name the information.

"What is this letter? When do we use this letter?."

4. Once the child can consistently correctly answer the information on the card, a little more information is added.

"Now we are going to add the second letter in your name. That is the letter a.

5. The process begins again.

Child

Intensity type

Skill

Teacher

Time

Monday

#of times

Rate

Tuesday

# of times

Rate

Wednesday

#of times

Rate

Thursday

#of times

Rate

Friday

#of times

Rate

Classroom Intervention Plan (CIPT) Tier -2

Classroom : _________ Date : ________

Notes: ____________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________

Intensity type

Skill set

Intervention

Rating

1. Double dose

2. Smaller group (4 or fewer)

3. Individualized

4. Reduced skill set

1. Phonological awareness

2. Letter knowledge

3. Expressive language

1. Phonological Awareness Routine (PAR)

2. Review, Introduce, Practice (RIP) Letter Review/ Multisensory letter Introduction /Letter Practice

3. Common Word Intervention Procedures (CWIP)

4. Book Reading Scripted Vocabulary Response

5. Pocket Intervention Card (PIC)

5 – Worked well

3 – Good

1 – Didn’t go well

PAGE

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Documents

ERF Tier-2 Intervention Guidelineserf.ku.edu/presentations/Tier-2 framework and... · Web viewThese placements are to be used with the Common Word Intervention Procedures (CWIP)