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

Name:______Layne Statezny_______Date:____10/30/16____ School: Mesa-Montezuma-Cortez_Grade(s):__4th______

1. What screening (or baseline) assessment data have you used? (Examples: Winter Benchmark DIBELS, Winter
Benchmark AIMS R-CBM, Spring PARRC Reading, Spring NWEA MAP Reading, etc.) You can use more than one
source (i.e. a Triangulation of data).

STAR Reading, Fluency WCPM, DAZE

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

EXAMPLES:

2nd grade DIBELS Scores and/or 8th grade AIMSweb R-CBM Fall Scores and/or criteria
Mid-Year ORF criteria 2015
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

STAR READING Cut-Scores/Goals and/or criteria

DAZE (see Examples above)

Tier I SR-Scaled Score 455+

DAZE-14+
Tier II SR-Scaled Score 454-270
DAZE-13-7
Tier III Scaled Score 269 and below
DAZE 6 or below

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)
C.A. 484/ 14
K.B. 464/ 14
C.Y. 521/ 13
A.D. 607/ 27
L.D. 614/ 20
A.L. 539/ 23
N.L. 629/ 18
M.L. 519/ 16
C.R. 464/ 15
 E.R. 460/ 12
C.R. 523/ 19
C.R. 506/ 17
T.S. 491/ 24
J.S. 1296/ 33
K.T. 512/ 24
B.B. 420/ 13
N.F. 376/ 13
H.K. 419/ 11
C.L. 362/ 16
T.W. 335/ 13
D.B. 192/ 5
M.G. 266/ 7
K.R. 238/ 6

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 Materials Instructional Instructor Assessment Time Support

Organization

Tier Success for Leveled Large Highly SFA Daily 90 Daily Reading
Comprehension Minute Homework
I All Reading Books group qualified
Cycle test Block
Program Content instruction classroom After School
SFA Word
materials of skills teacher Application Program
Power test
to support Class is of skills
throughout Parent
program leveled Involvement
the day.
PowerPoint before
with start date
content Small
materials groups
Tier After School Use of SFA core Small group of Highly Pre- and Post- 60 Home
2 Tutoring materials that 4 Qualified Test after 32 Minutes Support
support Educator hours of tutoring Twice a
Intervention classroom Explicit Tutoring
week
Block instruction Weekly Progress
instruction Collaborative
targeting Monitoring 20
Additional special skills Minutes Team
materials to deficit Daily PD
support
learning Opportunities
for Review
and Practice
 Tier Push- Use of SFA core Whole Class Para SFA Tier 3 is Trained
given right
3 In/Pull-Out materials that Push In Comprehension Support
Ess Educator along with
Support support Support Tests classroom
Personnel
classroom Highly instruction
Leveled Class SFA Word Power Parent
instruction Qualified Test Support
Additional One-On-One Teacher
materials to support SFA Fluency After-School
support Student
learning Study
Meetings

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?

My steps that are involved in Tier 1 are already fully in action. We have a leveled reading program in our school.
So, each student is predetermined to be in a specific level before entering my classroom. I teach a beginning fourth
grade level reading group. The way our program works is that one student cannot be in the same reading level for two
long, whether or not they are ready to move on. This does not make much sense, but my voice does not travel far.
Anyways, we are provided each student with their correct level of reading in theory.

Our school considers the Tier 3 Interventions to be the leveled reading program that we implement. There is no
true Tier 3 interventions in regards to reading in our school.

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?

My steps for Tier 2 are in developing stages. I tutor afterschool for students in my homeroom class. Not all
students have the opportunity to be tutored in a small group and receive direct instruction for their weaknesses. There
are only so many spots available. Our school does have an after-school program, but they are larger groups with about
8-10 students in each from varying levels and focus on math and reading depending, so I would not count this as a Tier 2
Intervention. The program I am doing for my tutoring only focuses on reading. The groups are 3-4 students and are
together for 32 hours of instruction. Usually 1 hour, twice a week, for 16 weeks. I am on 15 hours for my first time being
a part of this program, that is why I say it is in the developing stages.

Starting next week, my fourth-grade team will start involving an intervention block into our schedule. For 20
minutes, four times a week, we will be leveling students and providing reading help. We will have centers set up,
providing activities at students reading level for deepening their understanding of certain concepts. Our students
struggle with basic understanding of word and sentence structure, so this will benefit all students.
Which components, as specified in your plan, have not yet begun to be implemented in your school and/or classroom
for your students?

Everything that I included in my plan is being implemented somehow in our school.

Outline recommended next steps for your school in implementing all the components, as specified in your plan.

Next Steps:

Have a more direct plan for the after-school program

Provide more Tier 2 interventions in the classroom by providing more trained support
Have trained professionals actually part of the Tier 3 process in our reading program

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

Our fourth-grade team will take 20 minutes every day to provide direct, explicit instruction in areas in need of
strengthening
Interview students to see what they are reading in their free time and to progress monitor fluency
Differentiate as much as possible in other subjects so all students are understanding at the same rate

Optional: Is there anything in particular that you would like your instructor to provide you with feedback on in
relation to this assignment? Or are there any challenges/concerns/questions that came up for you during the
completion of this assignment for which your instructor might offer some suggestions/advice?
This was very in-depth. It gave me more insight actually inputting scores than looking at a spread sheet. It also made me
realize how much of these responsibilities are being put on me, one person. K-3 has tons of support, tons of Tier 2
support, and has way more opportunity for pull out and push in support. I am having a hard time focusing on what
needs to be done and what I want to happen. I know these things take time and I am new to the profession, but it seems
like a road that leads to nowhere. I have no support what so ever in my classroom. I try my best to differentiate and
proved individualized work, but seems like its never enough. Only if there were two of me