WEBVTT

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Hi, my name is Joe Dimino.

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I am a senior research associate

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at the Instructional
Research Group,

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in Los Alamitos, California.

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Tier 3 instruction is much
more intensive than Tier 2

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because these students
have not been successful

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with the small-group
instruction in Tier 2

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and they are moved on to Tier 3.

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The delivery of instruction
should be more intensive,

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and the pace of the
lesson should be slower.

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One-to-one or small-group
instruction is good.

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In one-to-one instruction,

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you obviously would have more
interaction with the teacher;

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the child could practice more.

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And a very important part
of one-to-one instruction is

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that when a child
makes a mistake,

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the teacher can correct
those errors immediately.

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There are problems with
resources; we all know that.

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So if you want to do small
group, two to three students

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in Tier 3, we highly recommend
that those students have very,

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very similar needs because even

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if they're a little bit
discrepant, they are not going

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to get the instruction they
need that's going to lead them

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to mastery of that skill.

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It's important to provide Tier 3
students with a lot of practice.

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And one way to do that would
be to use paraprofessionals

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or volunteers to
reinforce and practice

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with the students the skill
that they are learning.

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It's very, very important that
the teacher teaches the skill

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and does some guided
practice to make sure

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that they understand it
before they hand the child

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over to a volunteer
or a paraprofessional

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to reinforce the skill
through more practice.

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Another way that you
could provide practice is

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through technology.

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There are many programs, really
a lot of practice programs,

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and there is a skill and
there is practice item

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after practice item.

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The interesting thing and the
caution is that you don't want

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to put a child in
front of a computer

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and let the computer do the
teaching or do the practicing.

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Nothing takes the
place of a human being.

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So if you're using
technology, I strongly recommend

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that it's in small portions.

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In the practice guide, we talk
about the term double dose,

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and what that really means
is-it could be a little

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misleading-what it means is
taking a 30-minute block of time

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and dividing it into two,
we'll say 15-minute periods.

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During the first
15-minute period,

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the teacher would teach the new
skill with explicit instruction,

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modeling, think alouds.

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And if there is enough time,
depending on the complexity

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of the skill, the teacher
would provide a little bit

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of guided practice.

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So the 15 minutes is over, the
child leaves, and comes back.

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Maybe they have recess,
maybe they're going to PE,

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maybe the child just
needs a break

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from all this one-to
one instruction.

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The child comes back, and the
teacher would begin the second

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15 minutes by reviewing
the skill that she modeled.

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So she would model it
maybe one more time just

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to refresh the child's memory.

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Then after that, the teacher
would then provide a lot

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of guided practice to make sure
that that skill is solidified

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so that when the child comes
to independent practice,

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he would be able to do it
independently, with accuracy,

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and the practice guide

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of the panel recommends
mastery at about 90 percent.

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So that's our goal.