Tier III Intervention Analysis Assignment
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Tier III Intervention Analysis Assignment
University of Nevada, Las Vegas
ESP 710
Professor Dolores Williamson
June 9, 2023
Description of the Data Set
After analyzing the student data for our fifth grade class, a mixture of students are in need
of Tier 1, Tier 2, and Tier 3 interventions across all content areas. The majority of students met
or were above average in Reading Comprehension. The students were almost half-and-half for
low/low average and average/high for Reading Fluency and Reading words per Minute (WPM).
Reading MAP scores ranged from 164-255. About half were low/low average or average/high
for Literary Text. About half of the students were either low/low average or
average/high-average/high in Informational Text. Vocabulary had more low/low average than
average/high-average, with zero higher-level. 2021-2022 overall reading scores for SBAC
showed a majority of very low scores (1), followed by fairly even 2, 3, and 4 scores. Devi
Vishwakumar, Gloria Delgado-Prichett, Garrett McNeil, David Morgan, and Benito Martinez
Ocasio were the students excelling in most content areas and could benefit from extension
activities. Mellisa Jefferson, Leo Tarvin-Pyles, Eleanor Shellstrop, Mateo Liwagon, Podrick
Payne, Betty Suarez, Merlin Madrid, Zion Lowe, Issa Dee, Thomas Carcetti, and Shakima
Greggs need extra support from Tier 2 instruction. These students had a mix of low, average-low
and average scores and additional support should push them to average or higher. The following
students need additional Tier 3 level support due to low scores in all content areas: Poppy Glaza,
Rocco Wade, Zuri Johnson, and Alexis Rose.
Tier II Intervention Recommendations
Description of the Intervention
For Tier 2 intervention, students will stay in the classroom. The eleven students will be
divided into two groups (5-6 students each) based on what skills they need support for the most.
Each group will receive 30 minutes of additional instruction, four days a week, while the Tier 1
students silently read or work on a reading activity. Friday can be used to assess data pulled
during those 30 minutes.
Within each 30 minute session, we would utilize different reading interventions. We have
a few possible interventions to help with vocabulary. First option, On Monday/Tuesday, we
would have the students go through incremental rehearsal. Incremental rehearsal is when “a
student is presented with flashcards containing unknown items added into a group of known
items” (
Evidence based intervention network
). This intervention would help students in building
up their vocabulary. Flashcards would be made with known vocabulary words and unknown
vocabulary words. These words can be pulled from the readings done in general education or
from an assigned list (such as Fry’s). Known vocabulary words would be mixed in with new
vocabulary words, allowing for the student to have more practice with both. Improved
vocabulary would in turn improve reading comprehension and reading fluency. We would also
use part of the time to practice decoding words for the passage we will be presenting on
Wednesday/Thursday. Using the finger tap method helps the students break the unknown word
down into sounds and with blending, it helps them form/hear/say a single word. The second
option would be to have students practice keyword mnemonics. Keyword mnemonics “connect
new vocabulary words to student’s prior knowledge by using a visual depicting the definition of
the new vocabulary word” (
Evidence based intervention network
). Having the students focus on
vocabulary words in intervention will allow them to have consistent practice on the presented
words. Fridays will be used to assess their knowledge.
A third intervention option would be Lexia Core5 Reading. This is a technology based
program that “accelerates the development of fundamental literacy skills for students” (
Lexia
Core5 Reading study: O'callaghan et al. (2016)
). The Core5 program gives personalized learning
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paths in the following areas: phonological awareness, phonics, structural analysis, fluency,
vocabulary, and comprehension. This program would allow us to really tailor and target the
specific deficiencies for each student. This intervention could be done daily at a designated time,
either in general education or in Resource. This intervention is more of a suggestion as it does
cost $40 per student. If the funds allow, this program would be beneficial.
On Wednesday and Thursday, the students will get to put those words we practiced on
Monday and Tuesday to use. A small reading passage would be given using the sight words,
vocabulary words, and harder words to decode. First, the students follow along with their finger
while the teacher model reads, next, the students follow by repeat reading after the teacher, lastly
the class choral reads with the teacher. It is important that the students follow along with their
finger so they can see the words they are reading and hear what is being said. Questions will be
asked like who, what, when, where, and why to see if the students were able to comprehend what
was being read. There are also opportunities for students to ask about other words they do not
know and for teachers to ask how they figured out the answers (looking for clues in the text).
Alignment to Tier I Curriculum and Academic Skills Addressed
The specific academic skills being addressed are reading comprehension and reading
fluency, along with their ability to understand literary text, informational text, and vocabulary.
These skills are taught and assessed in the Tier 1 curriculum. According to Nevada’s Department
of Education (DOE), the goal for fifth grade curriculum is for students to gain knowledge in
English Language Arts (ELA) in the standards: RL.5(1-3) Key Ideas and Details, RL.5(4-6)
Craft and Structure, RL.5(7-9) Integration of Knowledge and Ideas, and RL.5(10) Range of
Reading and Level of Text Complexity. Broken down, these strands mean that fifth graders need
to be able to summarize the text, compare and contrast (characters, settings, events, etc.), draw
ideas from specific details, determine the meaning of words and phrases, understand point of
view, and comprehend literature. Instruction is able to be altered to suit every student’s specific
deficiency. It also is continuously monitoring progress so data is constantly being collected and
ready to be used for modifying instruction. This extra support for Tier 2 helps students meet
these standards in all content areas while serving as a constant progress monitor.
Setting of Intervention
Intervention will occur in the general education classroom. While not all the students
scored low, it would still be beneficial for the entire class to go through the provided
interventions depending on their level.
Culturally Relevant Teaching Strategies
Instruction will be created with students’ diverse backgrounds in mind. After finding out
more about each student, speaking with parents, and doing background research, lessons will
include relevant information and real life examples that make all students feel included and able
to demonstrate/expand their knowledge on cultures. When it comes to reading, something to
keep in mind, students could have different dialects and linguistic backgrounds. ELL students
should not be discouraged not to use their primary language at school; it is part of their identity
so we should find ways to embrace it. Another addition, use books and sources that students can
really see themselves through the story.
Duration and Dosage of Intervention
Each student in Tier 2 will receive 30 minutes of intervention a day, Monday through
Thursday; Friday will be set aside for assessing. This will happen during the reading block as it
is a reading intervention.
Individuals Responsible for the Intervention
Push-in minutes can be utilized for delivering the intervention and progress monitoring. It
will be the responsibility of the resource teacher and/or resource instructional assistant to push-in
to the classroom during the reading intervention. The general education teacher will serve as
extra support but will focus on the rest of the class while resource focuses on the Tier 2 students.
Instructional Sequence
Week
Overview of Intervention
1
Students will focus on phonemic awareness, phonics, and decoding. This is the
foundation of reading and the students need to understand this before we can move
on. They will read chosen sentences (from next week’s passage) to build fluency.
They will also be flashed word study cards and a few vocabulary word cards.
2
Students will be given a short passage to read (modeled, choral, and repeat read)
that has words from the previous week (including vocabulary).
3
Students will read the short passage chorally. They will answer WH questions
about the passage out loud. Added bonus, if the students can highlight evidence for
the answers and underline any vocabulary words they have practiced.
4
(New set) Students will focus on phonemic awareness, phonics, and decoding. This
is the foundation of reading and the students need to understand this before we can
move on. They will read chosen sentences (from next week’s passage) to build
fluency. They will also be flashed word study cards and a few vocabulary word
cards.
5
Students will be given a short passage to read (modeled, choral, and repeat read)
that has words from the previous week (including vocabulary).
6
Students will read the short passage chorally. They will answer WH questions
about the passage out loud. Added bonus, if the students can highlight evidence for
the answers and underline any vocabulary words they have practiced.
Progress Monitoring Plan
This intervention occurs daily, 30 minutes during the beginning of the reading block. It
will be the responsibility of the Resource teacher to track data accordingly. It is suggested that
after the flashcards are made, a list of the vocabulary words is created simultaneously to keep
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track of which words each student gets correct or incorrect, as well as on which days. An
assessment of the vocabulary words will occur on Friday following the conclusion of the
assigned literature (the current chapter, passage, etc). This is when the data that we need to
analyze will take place. An excel spreadsheet will be made to keep a record of data.
Decision Making Plan for MTSS Team
The team should meet and discuss student data every time a piece of literature is
completed by the class. Once the class finishes the assigned reading (chapter book, informational
text, etc), a meeting should be scheduled. The team should be looking at correct words versus
incorrect words, and if any similarities exist between each type of word. For example, if a
student is consistently incorrectly reading blended-R words, this is worth noting. If it is evident
that Tier 2 intervention is not working, we will suggest moving the student to Tier 3. This
includes, but is not limited to, if the student is not learning the vocabulary words despite daily
practice or if the student continues to get the same type of word wrong despite daily practice.
Adaptation Strategies
In order to figure out what adaptations need to be made, we must figure out where the
struggle is for the student. Is the pace too fast for the student? Is the student not motivated to do
the work? Are they hungry because it is right before lunch? Are they tired because it is first thing
in the morning or at the end of the day? Do they not have a connection with the teacher? Is the
location too noisy to focus? There could be a simple underlying issue that we can adapt our plan
for success. Here are some ideas for adaptations: the intervention may need to be shorter or
longer to meet the students needs, the instruction pace may need to be adjusted (maybe the set
needs to take four weeks instead of three so we can slow down the pace), provide incentives for
focus/hard work, change the time of Tier 2 instruction, change the location, change the teacher,
and change the topic of the passages (maybe the students need more engaging materias).
Tier III Intervention Recommendations
Description of the Intervention
For Tier 3 instruction, students will go to the resource room. The four students (Poppy
Glaza, Rocco Wade, Zuri Johnson, and Alexis Rose) will go to Resource for a 30-minute reading
block. In addition to receiving Tier 1 instruction, Tier 3 students will receive additional
instruction on reading skills. This additional instruction includes: vocabulary words, decoding,
informational text, and literary text. The resource teacher will create a lesson plan tailored to the
skills the students are working on. In addition to these extra lessons, these students will also use
Acadience Reading K-6 (aka DIEBELS Next
®
) Maze. This program uses “standardized maze
procedures for measuring reading comprehension” (
Acadience reading K-6 (AKA DIBELS
Next®)maze
). The students are given a passage where every few words are replaced by a box
with the correct word and two incorrect words. The students will be tasked with reading the
passage on their and circling the correct choice. This program will provide extra practice in
reading outside of the general education classroom.
Alignment to Tier I Curriculum and Academic Skills Addressed
Similar to Tier 2, the specific academic skills being addressed are decoding, vocabulary,
reading comprehension, and reading fluency. The goal of this intervention is to boost these
students’ decoding and word study abilities so they spend less time sounding out words and more
time understanding what they are reading. The faster and more adequately the students are able
to figure out the words, the more fluid the reading will become. The more fluid the reading is,
the easier the sentences are to understand. When you can read the sentences as a group, the entire
paragraph or passage is clearer to comprehend. When students are able to understand passages,
literary text and informational text will be easier to break apart and pick out the information
needed. It is a domino effect. After the students are reading more fluently, intervention can focus
on better reading comprehension and meeting grade 5 standards like finding key details, meaning
within the text, point of view, etc.
To truly understand how to meet these standards, we as teachers need to “unwrap” the
standard. We need to break down the standard into teachable concepts and skills students need to
learn. We need to be able to match these teachable concepts and desired skills into our
intervention lessons and our Tier one instruction as well. By breaking down these standards, the
goal is to “hit the nail on the head” when it comes to the appropriate way to teach and which
skills are priority in hopes of getting these students up to grade level curriculum.
Setting of Intervention
The intervention will occur in the resource room. After Tier 1 intervention, the resource
teacher will walk with the Tier 3 students to the resource room for additional instruction.
Culturally Relevant Teaching Strategies
In the classroom, the following can be done to make sure we are using culturally relevant
teaching strategies:
Acknowledging the contributions of all students. Students of certain cultural backgrounds
may be accustomed to having their questions or input dismissed. Each response is an opportunity
to build deeper understanding.
Connecting the classroom to the real world. Students are more likely to engage if they are
interested in the material and can relate to it. Incorporating more familiar touchstones into lesson
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plans and asking students to reflect on the connections between their schoolwork and their
everyday lives is a way to start this connection.
Having students work together in diverse groups. Collaborative activities can promote
equality among peers, encourage students to participate, and open up opportunities for learning.
Welcoming student feedback throughout the year. It can be difficult to know if you are
meeting each student’s needs. Opening the lines of communication directly with students can
provide vital information to better support students.
Duration and Dosage of Intervention
Each student in Tier 3 will receive 30 minutes of intervention a day, Monday through
Thursday. They will receive this intervention in the resource room.
Individuals Responsible for the Intervention
Similar to Tier 2, push-in minutes can be utilized for delivering the intervention and
progress monitoring for the in-classroom intervention. It will be the responsibility of the resource
teacher and/or resource Instructional Assistant to push-in to the classroom during the reading
intervention. For the resource room block, it will be the responsibility of the general education
teacher to ensure that the assigned students go to the resource room. From there, it will be the
responsibility of the resource teacher and/or instructional assistant to deliver intervention and
monitor progress of the students when in the resource room.
Instructional Sequence
Week
Overview of Intervention
1 Assisted reading
practice
The student reads aloud. If the student commits a reading error,
the teacher corrects the student error. Other students follow along
silently. Then another student takes a turn.
2 Repeated reading
The student reads through a passage repeatedly, and receives help
with reading errors.
3 Student comprehension
self-check
At the end of each sentence, they should ask the question, “Did I
understand this sentence?”
At the end of each paragraph, they should ask the question,
“What did the paragraph say?”
4 Assisted reading
practice
The student reads aloud. If the student commits a reading error,
the teacher corrects the student error. Other students follow along
silently. Then another student takes turn
5 Repeated reading
The student reads through a passage repeatedly, and receives help
with reading errors.
6 Student comprehension
self-check
At the end of each sentence, they should ask the question, “Did I
understand this sentence?”
At the end of each paragraph, they should ask the question,
“What did the paragraph say?”
Progress Monitoring Plan
This intervention occurs Monday-Thursday, 30 minutes in the resource room. It will be
the responsibility of the Resource teacher to track data accordingly. Weekly progress monitoring
(PM) is recommended for students in Tier 3 by AimswebPlus. It should be administered every
week on Friday. If the student is absent on the day, the test should not be postponed for the
following week but done as soon as possible to get an adequate impression of the student's
current level. To be sensitive to growth, the skills assessed must develop rapidly and lend
themselves to brief administration. Complex skills—those that involve reasoning and
analysis—develop more slowly and these are not a part of our Tier 3 current aim.
Decision Making Plan for MTSS Team
The team should meet and discuss student data every three weeks as the cycle of
intervention for the book is over (Assisted Reading Practice, Repeated Reading, Student
Comprehension Self-Check). The team should discuss the last measured results, looking at
correct words versus incorrect words, and if any similarities exist between each type of word. If a
pattern is discovered the instruction should be adjusted. The three-week cycle may include up to
4 books weekly (Mon-Thu; leaving Fri for wrap up and assessment time) depending on the speed
of learning and the number of new/unknown words. Starting with 2 books, repeating the same
book every other day. The volume of accessing new reading skills should be discussed weekly
and should match the achievements of the students.
Adaptation Strategies (5 points)
The team should discuss the predominant issue that is hindering growth. Is it a problem
with motivation, behavior, attendance or academics? The change should address the specific
problem identified by the team possible solutions are:
Specific skill deficits need to be identified and the program should focus on specific areas
using the intervention already in place.
Adjusting components within the intervention (pace adjustment, re-teaching)
Changing teachers
Changing time of day or/and changing progress monitoring situation
Incorporating motivational components
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References
Acadience reading K-6 (AKA DIBELS Next®)maze.
Acadience Reading K-6 (aka DIBELS
Next®). (n.d.).
https://charts.intensiveintervention.org/progressmonitoring/tool/?id=97db46b94dc7b596
Culturally responsive instruction: Best practices and supports
https://ies.ed.gov/ncee/rel/Products/Region/midwest/Blog/10146
English Language Arts Standards Quick Reference Guide .
Nevada Department of Education.
Retrieved June 8, 2023.
https://doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Nevada_Academic_Standards/E
LA/Grade_5NVACS_for_ELA_Quick_Reference_Guide.pdf
Evidence based intervention network
. Reading – Proficiency/Speed – Evidence Based
Intervention Network. (n.d.).
https://education.missouri.edu/ebi/reading-proficiency-speed/#:~:text=Incremental%20Re
hearsal%20A%20student%20is%20presented%20with%20flashcards,items%2C%20beha
vioral%20momentum%20and%20resulting%20time%20on%20task.
Lexia Core5 Reading study: O’callaghan et al. (2016)
. Lexia Core5 Reading. (n.d.).
https://charts.intensiveintervention.org/intervention/toolGRP/4bddd949d45b5854
Wright J The
Savvy Teacher’s Guide: Reading Interventions That Work
https://www.interventioncentral.org/teaching-resources/downloads
Group Member Contributions
Group Member Name
Days Worked on
Assignment
Contribution to Assignment
(e.g., sections responsible
for)
Cara Weaks
6/7-6/10
Description of the Data Set,
Tier II Intervention
Recommendations
(Description, Alignment to
Tier I, Culturally Relevant,
Duration and Dosage,
Instructional sequence,
Adaptation strategies),
Tier III Intervention
(Alignment to Tier I)
Jainely Vallejo
6/8-10
Tier II (Description, Setting,
Duration/Dosage, Individuals
Responsible, Progress
Monitoring Plan, Decision
Making Plan)
Virginia Veleva
6/7 - 6/10
Tier III (Description,
Alignment, Setting,
Duration/Dosage, Individuals
Responsible)
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