Tier I, Tier II, Tier III Model

Tier I, Tier II, Tier III Model Tier I Whole Group Core instruction for all students using checks for understanding to inform instruction Differentiated Small Group instruction for all students in targeted skill specific area of support using aligned progress monitoring to inform instruction Continuum of Support Tier II Differentiated Small Group instruction for some students in targeted area of support using aligned progress monitoring to inform instruction Tier III Differentiated Small Group instruction for a few students in targeted area of support using aligned progress monitoring to inform instruction Focus, Intensity, Time Additional time in a small group outside of instructional block for targeted support with a highly trained professional Additional time in a small group outside of instructional block for targeted support with a highly trained professional

GMTSS Critical Components Chart Tier 1 Tier 2 Tier 3 Focus Instructional Materials Grouping All students in the classroom Research-based curricula supporting the Utah Core Standards are used with fidelity. Differentiated instruction is provided based on formative assessments. Multiple grouping formats to meet individual student needs through differentiated instruction such as whole group and small group Targeted students whose data suppport that Tier 1 instruction is not sufficient to meet their needs Research-based strategies designed to supplement regular classroom instruction and focus on targeted skills are implemented with fidelity. Targeted students who have not responded to Tier 1 instruction with supplemental Tier 2 interventions Sustained, intensive and research-based interventions implemented with fidelity. Homogeneous small group Homogeneous small instruction (typically no more group/individualized than 5-7 students per adult in instruction (typically 3-5 a group) students per adult in a group) Time Daily instruction Multiple times per week in small group in addition to Tier 1 instruction, typically for a minimum of 20-30 minutes Multiple times per week for a minimum of 50 minutes in small group in addition to Tier 1 instruction (Tier 3 support may replace Tier 2 instruction) Who Does It General Education Teacher Determined by the school (may be classroom teacher, specialized teacher, or highly trained paraprofessional) Determined by the school (may be classroom teacher, specialized teacher, special education teacher, or highly trained paraprofessional) Where Does It Happen General Education Classroom Depends on space and structure at the school level Depends on space and structure at the school level. It may be a pull-out or pushin model. Assessment Ongoing checks for understanding, common formative assessments, formative assessments, Granite Quarterly Benchmarks, universal screening assessments, program assessments, progress monitoring assessments Progress monitoring on deficient skills to ensure adequate progress and facilitate necessary adjustments to intervention based on data Progress monitoring on deficient skills to ensure adequate progress and facilitate necessary adjustments to intervention based on data

Basic Early Literacy Skills Continuum Phonological Awareness Rhyming Alliteration Words in a Sentence Syllable Onset-Rime Phonemes Isolation, Identity, and Categorization Blending and Segmentation Deletion, Addition, and Substitution FSF PSF Alphabetic Principle and Basic Phonics Letter Naming Letter-Sound Linking NWF-CLS Initial & Final Consonants Short Vowels Sight Words Digraphs & Blends Long Vowels Consonant Doubling Plural Endings Blending NWF-WWR Advanced Phonics Short and long vowels using patterns (e.g., vc, cvc, cvcv, cvcsilent e) r-controlled vowels Compound Words Inflectional Endings Contractions Base Words Prefixes & suffixes Multi-syllabic Words DORF Fluency Using Punctuation Phrasing Expressiveness Self-Corrects Inflection Adjusts pacing according to text difficulty Independent Reading: Grade 1 EOY Goal: 47 WPM Grade 2 EOY Goal: 87 WPM Grade 3 EOY Goal: 100 WPM Grade 4 EOY Goal: 115 WPM Grade 5 EOY Goal: 130 WPM Grade 6 EOY Goal: 120 WPM DORF

Reading Comprehension Predicts Answers Who, What, Where? s Retell: Characters, Setting, Happenings Connects Story to Life Predicts Main Idea Character, Setting, Happenings Verifies Predictions Sequence of Events Draws Conclusions Summarizes Character Traits Fact/Opinion Cause/Effect Main Idea/Details Inferencing Conclusions and Generalizations * Retell is a measure of oral reading comprehension and DAZE is a measure of silent reading comprehension Vocabulary Names pictures/objects Describes location, size, color, shape Uses names & labels Classifies vocabulary Compound Words Antonyms/Synonyms Homophones/Homographs Uses new vocab to speak/write

DIBELS Next : Summary of Benchmark Goals and Cut Points for Risk DIBELS Composite Score 38 156 152 129 177 208 202 256 287 289 349 405 341 383 446 386 411 466 435 461 478 26 122 119 113 130 155 141 190 238 220 285 330 290 330 391 357 372 415 344 358 380 13 85 89 97 100 111 109 145 180 180 235 280 245 290 330 258 310 340 280 285 324 First Sound Fluency (FSF) 16 43 10 30 5 20 Correct Letter Sounds Phoneme Segmentation Fluency (PSF) 44 56 47 20 40 40 10 25 25 Nonsense Word Fluency (NWF) 28 40 34 59 81 72 17 28 27 43 58 54 8 15 18 33 47 35 4 17 25 21 Whole Words 1 8 13 13 0 3 6 6 Read DIBELS Composite Score: A combination of multiple DIBELS scores, which provides the best overall estimate of the student s reading proficiency. For information on how to calculate the composite score, see the DIBELS Next Benchmark Goals and Composite Score document available from http://dibels.org/. ABOVE BENCHMARK (small blue number in each box): Students scoring above the benchmark are highly likely to achieve important reading outcomes (approximately 90% to 99% overall). These scores are identified as Above Benchmark. While students scoring Above Benchmark are likely to need Core Support, some may benefit from instruction on more advanced skills. BENCHMARK GOAL (large bold number in the middle of the box): Students scoring at or above the benchmark goal have the odds in their favor (approximately 80% to 90% overall) of achieving later important reading outcomes. These scores are identified as At or Above Benchmark and the students are likely to need Core Support. CUT POINT FOR RISK (small red number in each box): Students scoring below the cut point for risk are unlikely (approximately 10% 20%) to achieve subsequent goals without receiving additional, targeted instructional support. These scores are identified as Well Below Benchmark and the students are likely to need Intensive Support. Scores below the benchmark goal and at or above the cut point for risk are identified as Below Benchmark. In this range, a student s future performance is harder to predict, and these students are likely to need Strategic Support. Words Correct Accuracy DIBELS Oral Reading Fluency (DORF) 34 67 68 91 104 90 105 118 104 121 133 121 133 143 139 141 151 23 47 52 72 87 70 86 100 90 103 115 111 120 130 107 109 120 16 32 37 55 65 55 68 80 70 79 95 96 101 105 90 92 95 86% 97% 96% 99% 99% 98% 99% 99% 98% 99% 100% 99% 99% 100% 99% 99% 100% 78% 90% 90% 96% 97% 95% 96% 97% 96% 97% 98% 98% 98% 99% 97% 97% 98% 68% 82% 81% 91% 93% 89% 92% 94% 93% 94% 95% 95% 96% 97% 94% 94% 96% Retell 17 25 31 39 33 40 46 36 39 46 40 46 52 43 48 50 15 16 21 27 20 26 30 27 30 33 33 36 36 27 29 32 0 8 13 18 10 18 20 14 20 24 22 25 25 16 18 24 Retell Quality of Response 2 2 2 2 3 2 2 3 2 3 3 2 2 3 1 1 1 1 2 1 1 2 1 2 2 1 1 2 Daze Adjusted Score 11 16 23 18 20 28 21 21 28 27 30 30 8 11 19 15 17 24 18 20 24 18 19 21 5 7 14 10 12 20 12 13 18 14 14 15 Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Note: There is no benchmark goal for Letter Naming Fluency (LNF). This is a summary of the DIBELS Next benchmark goals. For a full description, see the DIBELS Next Benchmark Goals and Composite Score document available from http://dibels.org/. DIBELS is a registered trademark of Dynamic Measurement Group, Inc. This page is adapted from a chart developed by Cache County School District. 7

Initial Grouping Suggestions 1 st Grade BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group alphabetic principle and basic and small group phonics skills On- Level or Beyond Differentiated Progress Monitoring: As needed Group 3: Additional support on phonemic awareness skills Group 4: Additional support on phonemic awareness, alphabetic principle, and basic phonics skills Progress Monitoring: Twice a PSF: At or Above Benchmark (40+) PSF: At or Above Benchmark (40+) PSF: Below or Well Below Benchmark (0-39) PSF Below or Well Below Benchmark (0-39) NWF-CLS: At or above (27+) NWF-CLS: Below or Well Below Benchmark (0-26) NWF-CLS: At or Above Benchmark (27+) NWF-CLS: Below or Well Below Benchmark (0-26) Student Name PSF NWF-CLS Student Name PSF NWF-CLS Student Name PSF NWF-CLS Student Name PSF NWF-CLS 1

Initial Grouping Suggestions 2 nd Grade BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group accurate and fluent reading of and small group connected text On- Level or Beyond Differentiated Progress Monitoring: As needed Group 3: Additional support on alphabetic principle and basic phonics skills Group 4: Additional support on alphabetic principle, basic phonics skills, and accurate reading of connected text Progress Monitoring: Twice a NWF-WWR: At or Above Benchmark (13+) NWF-WWR: At or Above Benchmark (13+) NWF-WWR: Below or Well Below Benchmark (0-12) NWF-WWR: Below or Well Below Benchmark (0-12) DORF-Words Correct: At or above (52+) DORF-Words Correct: Below or Well Below Benchmark (0-51) DORF-Words Correct: At or above (52+) DORF-Words Correct: Below or Well Below Benchmark (0-51) Student Name NWF-WWR WRC Student Name NWF-WWR WRC Student Name NWF-WWR WRC Student Name NWF-WWR WRC 1

Initial Grouping Suggestions 3 rd Grade BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group reading comprehension and small group On- Level Differentiated Beyond Differentiated Progress Monitoring: As needed Progress Monitoring: As needed Group 3: Additional support on fluent reading of connected text Group 4: Additional support on accurate reading of connected text Benchmark (95%+) Benchmark (95%+) Benchmark (95%+) DORF-Accuracy: Below or Well Below Benchmark (0-94%) (70+) (70+) DORF-Words Correct: Below or Well Below Benchmark (0-69) (70+) DORF Retell: At or Above Benchmark (20+) DORF Retell: Below or Well Below Benchmark (0-19) DAZE: At or Above Benchmark (8+) DAZE: Below or Well Below Benchmark (0-7) Student Name %Acc. WRC Retell Student Name %Acc. WRC Student Name %Acc. WRC Student Name %Acc. WRC 1

Group 5: Additional support on accurate and fluent reading of connected text Resources Progress Monitoring: Twice a DORF-Accuracy: Below or Well Below Benchmark (0-94%) DORF-Words Correct: Below or Well Below Benchmark (0-69) Student Name %Acc. WRC 1

Initial Grouping Suggestions 4 th Grade BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group reading comprehension and small group On- Level Differentiated Beyond Differentiated Progress Monitoring: As needed Progress Monitoring: As needed Group 3: Additional support on fluent reading of connected text Group 4: Additional support on accurate reading of connected text Benchmark (96%+) Benchmark (96%+) Benchmark (96%+) DORF-Accuracy: Below or Well Below Benchmark (0-95%) (90+) (90+) DORF-Words Correct: Below or Well Below Benchmark (0-89) (90+) DORF Retell: At or Above Benchmark (27+) DORF Retell: Below or Well Below Benchmark (0-26) DAZE: At or Above Benchmark (15+) DAZE: Below or Well Below (0-14) Student Name %Acc. WRC Retell Student Name %Acc. WRC Student Name %Acc. WRC Student Name %Acc. WRC 1

Group 5: Additional support on accurate and fluent reading of connected text Progress Monitoring: Twice a DORF-Accuracy: Below or Well Below Benchmark (0-95%) DORF-Words Correct: Below or Well Below Benchmark (0-89) Student Name %Acc. WRC 1

Initial Grouping Suggestions 5 th Grade BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group reading comprehension and small group On- Level Differentiated Beyond Differentiated Progress Monitoring: As needed Progress Monitoring: As needed Group 3: Additional support on fluent reading of connected text Group 4: Additional support on accurate reading of connected text Benchmark (98%+) Benchmark (98%+) Benchmark (98%+) DORF-Accuracy: Below or Well Below Benchmark (0-97%) (111+) (111+) DORF-Words Correct: Below or Well Below Benchmark (0-110) (111+) DORF Retell: At or Above Benchmark (33+) DORF Retell: Below or Well Below Benchmark (0-32) DAZE: At or Above Benchmark (18+) DAZE: Below or Well Below (0-17) Student Name %Acc. WRC Retell Student Name %Acc. WRC Student Name %Acc. WRC Student Name %Acc. WRC 1

Group 5: Additional support on accurate and fluent reading of connected text Progress Monitoring: Twice a DORF-Accuracy: Below or Well Below Benchmark (0-97%) DORF-Words Correct: Below or Well Below Benchmark (0-110) Student Name %Acc. WRC 1

Initial Grouping Suggestions 6 th Grade BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group reading comprehension and small group On- Level Differentiated Beyond Differentiated Progress Monitoring: As needed Progress Monitoring: As needed Group 3: Additional support on fluent reading of connected text Group 4: Additional support on accurate reading of connected text Benchmark (97%+) Benchmark (97%+) Benchmark (97%+) DORF-Accuracy: Below or Well Below Benchmark (0-96%) (107+) (107+) DORF-Words Correct: Below or Well Below Benchmark (0-106) (107+) DORF Retell: At or Above Benchmark (27+) DORF Retell: Below or Well Below Benchmark (0-26) DAZE: At or Above Benchmark (18+) DAZE: Below or Well Below (0-17) Student Name %Acc. WRC Retell Student Name %Acc. WRC Student Name %Acc. WRC Student Name %Acc. WRC 1

Group 5: Additional support on accurate and fluent reading of connected text Progress Monitoring: Twice a DORF-Accuracy: Below or Well Below Benchmark (0-96%) DORF-Words Correct: Below or Well Below Benchmark (0-106) Student Name %Acc. WRC 1

Initial Grouping Suggestions Kindergarten BOY These groupings are initial suggestions. The teacher must further revise these groupings based on other information about students skill levels, available, and magnitude of student need. Group 1: Likely to need strong core Group 2: Additional support on instruction at Tier 1 in whole group alphabetic principle and small group On- Level or Beyond Differentiated Progress Monitoring: As needed Group 3: Additional support on phonemic awareness skills Group 4: Additional support on phonemic awareness and alphabetic principle Progress Monitoring: Twice a FSF: At or Above Benchmark (10+) FSF: At or Above Benchmark (10+) FSF: Below or Well Below Benchmark (0-9) FSF Below or Well Below Benchmark (0-9) DIBELS Composite Score: At or above (26+) DIBELS Composite Score: Below or Well Below Benchmark (0-25) DIBELS Composite Score: At or Above Benchmark (26+) DIBELS Composite Score: Below or Well Below Benchmark (0-25) Student Name FSF Comp Student Name FSF Comp Student Name FSF Comp Student Name FSF Comp 1

GSD Decision Tree - Reading Begin with Reading Connected Text and follow the model. If a student is nonproficient in that area, follow the arrows to the left and give at least one assessment in each literacy area until an area of proficiency is reached. Begin an intervention at the lowest area of non-proficiency. If a student is proficient in reading connected text, review the DIBELS Retell and/or Daze and follow the arrows to the right to determine the need for further diagnostic assessment in vocabulary and comprehension. If nonproficient then analyze and assess: Reading Connected Text DIBELS DORF Multi-Dimensional Fluency Scale If proficient then analyze: Comprehension Phonics and Word Recognition Phonics DIBELS NWF Phonics Survey* Inventories of Developmental Spelling* CORE Phonics Survey** Word Recognition CORE Graded High Frequency Word Survey** San Diego Quick Assessment of Reading Ability** DIBELS Retell DIBELS Daze Provide appropriate level of instruction in high level reasoning skills, vocabulary and reading comprehension strategies required to meet grade level standards. If comprehension is non-proficient then analyze and assess: If phonics and word recognition is non-proficient then analyze and assess: Phonological Awareness DIBELS PSF, FSF Phonological and Phonemic Awareness Test* CORE Phonological Segmentation Test (K-6)** Quick Phonological Awareness Screening (QPAS) If Phonological Awareness is non-proficient then analyze and assess: Print Concepts Comprehension and Vocabulary Comprehension Informal Reading Inventory* (IRI) Comprehension Assessment* Metacomprehension Strategy Index* Qualitative Reading Inventory (QRI) Vocabulary Critchlow Verbal Language Scale* CORE Vocabulary Screening* Use professional judgment in selecting and using assessments that will have the greatest impact for meaningful diagnostic data. Concept of Print Survey *Wonders Placement and Diagnostic Assessment Book **Assessing Reading Multiple Measures CORE Literacy Library

TIER 2 LESSON PLAN TEMPLATE Phonics Lesson Plan Template Suggested Lesson Time: 30 minutes OR 2-15 minute sessions Targeted phonics element: Instructional Activity Instructional Activity Details Step 1: Introduce new highfrequency words in decodable text. Step 2: Phonemic awareness warm-up Step 3: Introduction or review of sound/ spelling(s) Step 4: Blending Step 5: Word work for decoding and encoding Step 6: Apply to decodable text

TIER 2 LESSON PLAN TEMPLATE Sample Phonics Lesson Plan Template Suggested Lesson Time: 30 minutes OR 2-15 minute sessions Targeted phonics element: Short a Pam Can! Instructional Activity Step 1: Introduce new highfrequency words in decodable text. Instructional Activity Details does not school what and Step 2: Phonemic awareness warm-up Step 3: Introduction or review of sound/ spelling(s) Example Non Example glad sad mop match snap lick splash trap /a/ as in apple Step 4: Blending map pat sat pack Dan Bag tan at Step 5: Word work for decoding and encoding sat nap cap pack van Step 6: Apply to decodable text Pam Can!

1st Grade Focused Lesson Resources 4/13/2017 5:19 PM Week Unit 1: Week 1 Decodable Reader: Getting to Know Us Targeted Phonics Element Short a Short a High-Frequency Phonemic Awareness Sound / Spelling Card Blending / Word Work Dictation / Word Work Decodable Reader Additional Text does not Phoneme Identity /ă/ as in apple at bag Dictation or Elkonin Boxes Pam Can! p. 1 Teacher Resource Book school what Examples Non Examples can Dan at bag Cat and Bat p. 4 jam sun map pack can Dan Tam, Nat, and Cat p. 5 Review Pam mop Pam pat map pack The Fan p. 6 and sad lick sat tap Pam pat A Mat for Pam p. 7 glad red tan sat tap Fact Cat p. 8 grand stump tan match rain Your Turn Practice Book snap Additional Words for Blending Jack the Cat p. 5-7 trap Tier 2 Int. Phonics/Word Study K-2 Additional Words for Dictation after Lesson 45 Short a p. 90-91 Tier 2 Int. Phonics/Word Study K-2 splash at mat Lesson 45 Short a p. 90-91 fat tag at mat sad mad fat tag an van sad mad man wag an van nap lap man wag hat cat nap lap cap tap hat cat cap tap Tier 2 Intervention Fluency K-2 Lesson 36a Short a p.70 Word Sorts Teacher Resource Book Lesson 36b Short a p.71 -an, at, ap sort p. 95 Skill Check: Wonders Progress Monitoring Unit 1 Week 1 p. 1 does school Phoneme Identify /ă/ as in apple at bag Dictation or Elkonin Boxes Pack a Back p. 7 Teacher Resource Book Examples Non Examples Cam can at bag Cat and Bat p. 4 Review sack flick fat has Cam can Tam, Nat, and Cat p. 5 and go mad clock Max pack fat has The Fan p. 6 see rag truck pad Pam Max pack A Mat for Pam p. 7 lab shop Sam pad Pam Fact Cat p. 8 cash shell Sam snack Your Turn Practice Book dash Additional Words for Blending Jack the Cat p. 5-7 fad Tier 2 Int. Phonics/Word Study K-2 Additional Words for Dictation crab Lesson 45 Short a p. 90-91 Tier 2 Int. Phonics/Word Study K-2 tag mat Lesson 45 Short a p. 90-91 wag sat tag mat sad mad wag sat an van sad mad man map an van nap lap man map hat cat nap lap cap tap hat cat cap tap Tier 2 Intervention Fluency K-2 Word Sorts Lesson 36a Short a p.70 Teacher Resource Book Lesson 36b Short a p.71 -an, -at, -ap sort p. 95 Skill Check: Wonders Progress Monitoring Unit 1 Week 1 p. 1