Tier II

K-2nd Grades

STEP 1: DIAGNOSE THE GROUP’S NEEDS (PLAN)

Administer the Herman Reading Phonics Inventory to assess each student’s knowledge of phonics in isolation.

In 1st and 2nd Grades, if the students can read sentences, administer three AIMSweb probes or one-minute running records at the student’s individual reading level to assess their knowledge of phonics in context, vocabulary, and fluency.  Circle errors that go uncorrected by the student.  Analyze the errors for patterns along the following criteria:  Phonics, Vocabulary, Fluency (rate, accuracy, and expression), and Comprehension.  To measure comprehension, ask Grade-Level Key Questions about what they read to determine which basic comprehension objectives have been mastered.

 

STEP 2:  DESIGN A TARGETED GROUP INTERVENTION ROUTINE (DO)

Design an intervention that targets the group’s weaknesses in the areas of phonics, vocabulary, fluency, and comprehension as identified through the above diagnostics.  See Toolkit for Effective Strategies and Planning Forms.

 

STEP 3: PROGRESS MONITOR (STUDY)

Use AIMSweb to monitor each student’s progress every two weeks. 

In addition, you should probe the student’s progress toward being able to answer the Grade Level Key Questions.

 

 STEP 4:  DETERMINE EFFECTIVENESS OF INTERVENTION / STANDARDIZE IMPROVEMENTS (ACT)

Determine from AIMSweb progress monitoring whether the students are achieving an adequate rate of improvement.  This rate should be faster than the average student’s rate of growth.  If the student’s rate of growth is adequate, continue with the current intervention.  If the student’s rate of growth is below the average student’s rate of growth, revise the intervention.  Repeat the steps by constantly reevaluating skills, and planning the intervention accordingly.  If after multiple changes in the intervention a student’s rate of growth continues to be inadequate, consider moving the student into Tier III.

 
 
 
 
3rd-11th Grades

 

STEP 1: DIAGNOSE INDIVIDUAL STUDENT NEEDS (PLAN)

Use item analysis of Discovery Education Assessment to determine strengths and weaknesses among the Assessment Objectives.  If the student is more than two years below grade level in reading, consider giving the student a lower grade Discovery Assessment as well to see how they perform on similar objectives at a lower reading level.

 

Assess the student’s individual reading level using STAR Reading.  If the student’s reading level is below a 2nd Grade Level, use AIMSweb.  (STAR is not valid below 2nd grade.)

 

 Administer the Herman Reading Phonics Inventory to assess the student’s knowledge of phonics in isolation.

 

Administer three AIMSweb probes or one-minute running records at the student’s individual reading level to assess their knowledge of phonics in context, vocabulary, and fluency.  Circle errors that go uncorrected by the student.  Analyze the errors for patterns along the following criteria:  Phonics, Vocabulary, Fluency (rate, accuracy, and expression), and Comprehension.  To measure Comprehension, ask Grade-Level Key Questions about what they read to determine which basic comprehension objectives have been mastered.

 

STEP 2:  DESIGN A TARGETED INTERVENTION ROUTINE (DO)

Design an intervention that targets the student’s weaknesses in the areas of phonics, vocabulary, fluency, and comprehension as identified through the above diagnostics.  See Toolkit for Effective Strategies and Planning Forms.

 

STEP 3: PROGRESS MONITOR (STUDY)

If the student is reading on the 2nd grade level or above, use STAR READING to monitor the student’s progress on a weekly basis.  If the student is reading below the 2nd grade level, use AIMSweb to monitor the student’s progress. 

In addition, you should probe the student’s progress toward mastering the Assessment Objectives through Discovery Education Assessment Probes.

 

 STEP 4:  DETERMINE EFFECTIVENESS OF INTERVENTION / STANDARDIZE IMPROVEMENTS (ACT)

Determine from STAR or AIMSweb progress monitoring whether the student is achieving an adequate rate of improvement.  This rate should be faster than the average student’s rate of growth.  If the student’s rate of growth is adequate, continue with the current intervention.  If the student’s rate of growth is below the average student’s rate of growth, revise the intervention.  Repeat the steps by constantly reevaluating skills, and planning the intervention accordingly.  If after multiple changes in the intervention a student’s rate of growth continues to be inadequate, consider moving the student into Tier III.