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[Music] Welcome to the overview
on Systematic Teaching in Tiers 2 and 3.

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Response to Intervention [RtI] is a
system of timely detection

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and prevention to support students
who are potentially at risk.

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The goal is to assist them before 
they fall behind.

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In RtI, instructional services 
are organized as tiers,

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with Tier 1 representing high-quality
core instruction for all students.

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Tier 2 supplements the Tier 1 core
with small-group instruction

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for students who need more help
with foundational skills.

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Tier 3 usually entails one-on-one
tutoring on a few targeted skills

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for students who have not progressed
after a reasonable amount of time

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in Tier 2 interventions
and require more intensive assistance.

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Students placed in Tier 2
and Tier 3 interventions need

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additional instruction.

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This instruction is intensified
by focusing on foundational reading

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skills, carefully customizing the
frequency and duration [or dosage]

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of instruction,
and organizing instruction

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so that it is systematic and explicit.

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Although some recommendations
for increasing instructional intensity

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may be specific to Tier 2 or Tier 3,
distinctions between the tiers are

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not clear-cut.

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Educators should think of the tiers
as a continuum,

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varying resource allocation
to match learning needs

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as they evolve and change.

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Tier 2 and Tier 3 interventions focus
on foundational reading skills,

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which include phonemic awareness,
decoding, comprehension, and fluency.

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Tier 2 instructional sessions focus

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on up to three of these skills
and are used with students

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who score below the benchmark cut point.

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Tier 3 concentrates on a smaller set
of targeted reading skills

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for at-risk students, including those
who show minimal progress

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after reasonable time spent
in Tier 2 small-group instruction.

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Regardless of tier,
the reading skills focused

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on should reflect the appropriate
developmental expectations

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for each grade level.

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For example, in kindergarten,
phonemic segmentation is critical;

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in first grade, the primary focus is
on phonics and comprehension;

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while in second grade,
more difficult phonics skills,

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such as digraphs and diphthongs,
and fluency with connected text become

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a priority.

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In both Tier 2 and Tier 3,
it is critical

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that students receive an adequate
amount, or dosage, of instruction.

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This dosage can be intensified
by reducing the size of student groups

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and increasing the frequency
and duration of instruction.

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Reducing the number of students
in learning groups provides them more

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opportunities to practice new skills
and respond to what they are learning.

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Tier 2 provides instruction
to small groups of three

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to four students,
while Tier 3 offers even more intensity

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through daily one-on-one tutoring.

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In Tier 2, students typically receive
instruction 3-5 times a week

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with sessions ranging from 20
to 40 minutes in kindergarten to 40

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to 50 minutes for grade 2,
depending on actual student needs.

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This should continue
for at least five weeks to discern

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which students may need
further intervention.

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Tier 2 small-group sessions can be held
in the classroom during independent

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work, learning center,
or reading block times or during times

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that do not conflict
with other critical content areas.

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Tier 3 provides students with multiple,
extended intervention sessions.

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On average, students should receive an
additional 75 minutes

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of instruction per week.

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It may be necessary
to use time typically allocated

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to social studies or science
for this extra instruction.

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Instruction can also be intensified
by implementing a "double dose"

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of reading time.

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This does not refer
to simply having twice

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as much reading instruction, however,
as this has not been proven to be effective.

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Rather, it refers to breaking a lesson
into two 15-minute sessions.

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In the first session,
the teacher introduces skills

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and then reteaches them with added 
practice during the second session.

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When selecting intervention programs,
administrators should take care

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to ensure compatibility with their 
school's current core reading program.

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Even more important than compatibility,
however, is ensuring

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that selected programs provide
systematic and explicit instruction

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focused on high-priority reading skills.

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Systematic instruction builds skills
gradually-first introducing them

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in isolation and then integrating them
with other skills.

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Explicit instruction provides more
teacher-student interaction,

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including frequent opportunities
for student practice and feedback.

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Students with intensive reading needs
require substantial supports during the

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initial stages of learning.

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One form of support involves scaffolding
instruction when introducing concepts

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and skills.

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Teachers can begin
with the easiest tasks

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and carefully progress
to more difficult ones

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as students demonstrate facility.

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Tier 3 interventions have their 
own set of tools and strategies,

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such as diagnostic reading assessments

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that identify which specific skills most
need to be addressed.

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Based on this data,
a mix of systematic instructional

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strategies is used
to meet each student's individual needs.

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These include adjusting lesson pace
and sequence, providing practice

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and feedback, and teaching to mastery.

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Research suggests
that Tier 3 students

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might require 10 to 30
times as many opportunities

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to practice as their peers.

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These practice sessions need
to involve immediate prescriptive

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feedback and error correction.

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By correcting student errors
when they first occur, it is less likely

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that errors will become internalized
and therefore repeated.

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Using computer aids
and one-on-one instruction are proven

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ways for teachers to maximize practice.

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Students receiving Tier 3 interventions
need to demonstrate mastery

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of a reading skill or strategy by 
maintaining a sustained 90 percent

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or higher criterion of correct responses 
before moving on to a new challenge.

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Teachers will need to keep notes or records 
about how students perform on different

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reading tasks to ensure that students 
advance when they are ready.

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To learn more about Systematic 
Teaching in Tiers 2 and 3,

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please explore the additional resources 
on the Doing What Works website.