“Most people . . . if they hear ‘3-Tier Reading,’ they think it is a canned program . . . this thing that you just put in place. It’s really not. You’re really looking at which instructional arrangement can best meet the needs of individual children. It’s the scientific aspect of teaching-using data and being flexible. It’s very easy to say. It’s very difficult to do.”
— Joyce Bannerot, principal, Popham Elementary School, Del Valle, Texas
Focusing on both leadership and instructional aspects of implementing a 3-Tier Model, this inspiring video can be used by administrators, coaches, educational trainers, or educators of preservice teachers to illustrate promising practices for implementing a 3-Tier framework successfully. It includes an overview of the framework and breakout segments providing perspectives on leadership, scheduling, professional development, assessment-driven instruction, grouping and classroom management, Tier II reading intervention, creating opportunities, and implementation.
A response to intervention (RTI) framework, such as the 3-Tier Reading Model, is a dynamic, campuswide approach to organizing instructional practices to deliver assessment-driven, differentiated instruction to all students, including students at risk for and students with reading difficulties. The 3-Tier Reading Model centers on research-based core, supplemental, and intervention reading instruction. The goal of implementation is to reduce the number of students who need intervention. Descriptive, not prescriptive, a 3-Tier framework can be utilized for organizing any research-based practices.
Developed at the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin with Texas Reading First funding provided by the Texas Education Agency.
Video Production: LearnAbout Media, Inc. (Mary Leahy, President)
General Education Classroom Teacher
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