1. Billy has been struggling to keep up with the rest of his third grade classmates in reading the first six weeks of the second marking period. The rest of the class appears to be making reasonable progress in terms of reaching benchmarks in the standards-aligned curriculum, however Mrs. Smith (the third grade teacher) indicates that she fears Billy may fall further behind as more time passes and that this will not only hinder his development of reading skills in class but also adversely impact how he performs on the upcoming state assessments.

Question

Tier 1
Tier 2
Tier 3

Answer 1

In a Response to Intervention (RTI) framework, resources and interventions are typically categorized into three tiers based on the level of support required for students. Here’s how Billy's situation might be addressed through these tiers:

Tier 1

Universal Instruction:

• Quality Classroom Instruction: Ensure that Billy has access to high-quality, differentiated instruction within the general education classroom. This includes using effective teaching strategies that cater to various learning styles.
• Progress Monitoring: Mrs. Smith should regularly assess all students’ reading levels to identify how Billy compares to his peers. This could involve informal assessments and observations of his engagement and comprehension in class.
• Classroom Environment: Create a supportive classroom environment that encourages Billy and his classmates to develop a growth mindset toward reading.

Tier 2

Targeted Interventions:

• Small Group Instruction: Provide Billy with targeted reading interventions in a small group setting. This could include focused reading strategies, such as phonics, vocabulary development, or comprehension exercises.
• Supplemental Resources: Use additional reading materials that are appropriately leveled for Billy. These should be engaging and match his interests to enhance motivation.
• Progress Monitoring: Implement more frequent assessments (e.g., bi-weekly) to closely monitor Billy's progress and adjust interventions as necessary.
• Collaboration: Involve other specialists, such as a reading specialist or special education teacher, to collaborate on strategies that could help Billy improve.

Tier 3

Intensive Support:

• Individualized Instruction: If Billy continues to struggle despite Tier 2 interventions, develop an Individualized Education Plan (IEP) or a targeted intervention plan that outlines specific goals tailored to Billy's needs.
• One-on-One Support: Provide Billy with one-on-one support from a trained professional who can give him intensive instruction and focus on his specific reading deficits.
• Additional Resources: This may include using specialized reading programs designed for students with significant reading difficulties, such as Orton-Gillingham or Wilson Reading System.
• Frequent Communication: Maintain ongoing communication with Billy's parents about his progress, strategies being implemented, and ways they can support his reading development at home.

By implementing a tiered approach, Mrs. Smith can ensure that Billy receives the appropriate level of support to help him catch up with his peers and succeed in reading, which is critical for his overall academic performance.