Recognition & Response: Tier 2 & Tier 3 Intervention

Recognition & Response:Tier 2 & Tier 3 InterventionEllen Peisner-Feinberg, PhDVirginia Buysse, PhD

Learner Objectives:Identify the key features of Tier 2 small-grouplessons within R&RUnderstand the role of Tier 2 embeddedlearning activities within R&RLearn about Tier 3 individualized scaffoldingstrategies within R&R

How can teachers helpstruggling learners?

Recognition & ResponseOffers a framework for assessment and tieredinstruction to address varying skill levelsUses data-based decision-making to determinewhich children need additional instructionalsupports provided at Tiers 2 & 3(Buysse, Peisner-Feinberg, et al., 2013)

Let’s Review R&R

Tier 3A FewChildrenIndividualizedScaffolding StrategiesFormative AssessmentTier 2Some ChildrenExplicit Small Group Interventions &Embedded Learning ActivitiesFormative AssessmentTier 1All ChildrenResearch-Based Core Curriculum &Intentional TeachingFormative Assessment

What is the Tier 2 Response?Small group lessons augmented withembedded learning activitiesFor some children determined on the basis offormative assessment results

Characteristics of Tier 2Small-group Lessons3-6 children with similar learning goals10-15 min/dayStructuredTeacher-directedCurriculum-based

Focus of Academic ContentKey Math Skills Based on Research:Number—whole numbers, operations &relationsGeometry, spatial thinking & measurement(National Research Council, 2009)

Focus of Academic ContentKey Language & Literacy Skills Basedon Research:VocabularyPhonological awarenessLetter knowledge(National Early Literacy Panel (NELP), 2008; National Research Council, 2008)

Differences between Tier 1 &Tier 2 Small GroupsWays Groups are FormedChild choice vs Data-based decisionsInclude children of varying skill levels vsChildren with similar learning goals

Differences between Tier 1 &Tier 2 Small GroupsContext & Focus of InstructionChild-initiated activities in interest centers vsStructured & sequenced lessonsActivities to address thematic concepts orcurriculum goals vsSpecific skills in a certain content area

Differences between Tier 1 &Tier 2 Small GroupsTeacher’s RoleObserve & monitor all children’sparticipation; encourage & facilitate learningas needed vsExplicitly teach lessons & systematicallymonitor progress

Implementation of SmallGroup LessonsContinue using Tier 1 core curriculum &other foundational instructional practices(dialogic reading)Select a Tier 2 curriculum for supplementalinstruction in a particular content areaTier 2 curriculum will form the basis of thesmall-group lessons

Implementation of SmallGroup LessonsSmall-group lessons should address similar skillsto core curriculumShould include clearly defined scope & sequenceof learningMay need to adapt existing supplementalcurriculum to fit small-lesson format

Small-group language &literacy lessonsUse storybook reading & otherinteractive game-like activitiesInstructional activities addressing: Vocabulary & comprehension Sound awareness Print/alphabet knowledge

What does a Tier 2small-group lesson look like?

Part 2 of Tier 2Embedded Learning ActivitiesPurpose is to complement & extend smallgroup instructionOffer additional opportunities to practice,generalize, & maintain skills

Characteristics of Tier 2 EmbeddedLearning ActivitiesOccurs within daily activitiesLinked to small-group lessonsTeacher plans based on individual needsTeacher monitors & facilitates learning

Teaching and Learning ContextsHow can teachers organize teachingand learning in their classrooms

Embedded Learning ActivitiesEnriching & adaptingexisting contexts for teachingand learning The learning environment Small-group activities Whole-group activities Individualized instruction Classroom routines Child-initiated activities & interest centersAdjusting teacher roles Monitoring Encouraging Facilitating

Monitoring Participation &EngagementObservingKeeping trackof children’sparticipationandengagement

Encouraging Participation &EngagementInvitingGuidingRedirecting

Facilitating Participation &EngagementJoining in play &learning activitiesEnlisting peers tomodel & supportlearningInitiating,responding, andexpanding uponcommunication

Planning Embedded LearningActivities

Steps for ImplementingEmbedded ActivitiesIdentify the specific skills being targetedDetermine the teaching & learning contextSelect embedded activities to support thetargeted skillsDefine the teacher’s role

Embedded LearningTake-Home MessagesEmbedded learning activities reinforce keyskills at Tier 2Teachers monitor & encourage children’sparticipation in embedded learningPeers can support & benefit from embeddedlearning activities

What are Tier 3 IndividualizedScaffolding Strategies?In R&R, scaffolding strategies are specificinstructional techniques that teachers usefor the few children who require moreintensive supports to learn.

Individualized ScaffoldingStrategiesModeling-The teacher demonstrates specific skills(verbal or non-verbal)

Individualized ScaffoldingStrategiesResponse prompting-The teacher offers assistance to elicit aresponse from a child (verbal or non-verbal)

Individualized ScaffoldingStrategiesPeer supports-Peers support another child in learning byencouraging participation or demonstratinga response

Individualized ScaffoldingStrategiesCorrective feedback-Reinforcing correct responses & addressingincorrect responses & non-responses

Tier 3 Supplemental SupportsBehavioral Supports:Space/positioning arrangementsVisual supportsCommunicating behavioral expectations

Steps for Implementing Tier 3StrategiesUse results from formative assessment todetermine which children need additionalinstructional supportsAdd scaffolding strategies into small-groupintervention lessonsMonitor student progress and re-adjust planfor scaffolding strategies

ReminderR&R Tiers Are Additive:All children receive Tier 1Some children receive Tier 1 & 2A few receive Tiers 1, 2, & 3

Let’s Review We discussed differences between Tier 1 & Tier 2small groups We reviewed characteristics of Tier 2 smallgroup lessons as part of R&R We examined the use of embedded learningactivities within R&R We identified individualized scaffoldingstrategies for use at Tier 3

Next time: Planning forImplementation of R&R

ReferencesBuysse, V., Peisner-Feinberg, E., Soukakou, E., LaForett, D., Fettig, A., & Schaaf, J.(2013). Recognition & Response: A model of RTI to promote academic learning inearly education. In Buysse, V., & Peisner-Feinberg, E. (Eds.). Handbook forResponse to Intervention in early childhood (pp.69-84). Baltimore, MD: Brookes.National Early Literacy Panel. (2008). Developing early literacy: Report of the National EarlyLiteracy Panel. Washington, DC: National Institute for Literacy. Retrieved t09.pdfNational Research Council. Early Childhood Assessment: Why, What, and How. Washington,DC: The National Academies Press, 2008.National Research Council. Mathematics Learning in Early Childhood: Paths TowardExcellence and Equity. Washington, DC: The National Academies Press, 2009.

R&R WebsiteFor more information on R&R, visit randr.fpg.unc.edu

Tier 1 All Children Research-Based Core Curriculum & Intentional Teaching Formative Assessment Tier 3 A Few Children Individualized Scaffolding Strategies Formative Assessment Tier 2 Some Children Explicit Small Group Interventions & Embedded Learning Activities Formative Assessment