Monitoring and Tiered Support in Early Literacy Assessment

Assessment

InitiaLit's ongoing monitoring and assessment procedures are predicated on a Response to Intervention model (Fuchs & Fuchs, 2006). This model enjoys strong support as a framework for accommodating the range of individual needs within the primary classroom. It is a model that allows teachers to identify children at risk of falling behind in a timely way so that extra support can be provided before the achievement gap widens. Research consistently supports the fact that the earlier an intervention takes place, the better the prognosis in the long term.
The Response to Intervention model (RtI) is based on the provision of increasing levels of support (known as Tiers). Tier 1 instruction is the quality classroom teaching offered to all children; in this case, InitiaLit. It is expected that most children will learn to read sufficiently well within this whole- class literacy program, provided the teacher is using a systematic and explicit teaching approach with a focus on the alphabetic code (Wheldall, 2016).
However, there will always be some children who need a little more support than their peers to learn how to read and write. This support, referred to as Tier 2, is offered to children who are beginning to fall behind and is usually provided to small groups based on instructional level. If the child does not progress despite this support, Tier 3 instruction may be necessary. This higher level of support is usually delivered one on one by specialist teachers and is reserved for those children who have greatest difficulty and who have not responded to lighter levels of intervention. It is recommended that schools work towards an Rtl model of support, providing the necessary resources and staff.

It is reasonable to allow children sufficient opportunity to respond to the classroom teaching program before identifying those who may need more formal support. It will, however, become obvious by the end of Term 2, if not before, which children are starting to fall behind and which children are forging ahead.
As soon as the teacher becomes aware that a child is falling behind, through formal testing or informal observation, steps should be taken within the classroom to support that child. This may take the form of revisiting earlier concepts in a small group, providing more scaffolding for activities as well as ensuring that there is enough repetition. Teacher aides or classroom volunteers can be used where possible. This may be sufficient to enable the child to keep up with the class. However, if this is not sufficient, documented Tier 2 and 3 levels of support may need to be provided.

Summary of Assessment Requirements

The assessment requires students to analyze and implement ongoing literacy monitoring and tiered support procedures based on the Response to Intervention (RtI) model, as applied within the InitiaLit framework. Key pointers to be covered include:

• Understanding the RtI framework: Explaining Tier 1 (whole-class instruction), Tier 2 (small group support), and Tier 3 (individualized specialist support).
• Monitoring student progress: Identifying students at risk of falling behind through formal assessments or informal observations.
• Implementing tiered interventions: Providing appropriate scaffolding and instructional adjustments at each tier.
• Documentation and reporting: Recording interventions and progress to guide future instruction.
• Timing of interventions: Recognizing when children require additional support, typically by the end of Term 2.
• Utilization of classroom resources: Leveraging teacher aides, volunteers, and instructional materials to support student learning.

The overall goal is to demonstrate the ability to apply evidence-based literacy interventions effectively, ensuring that students at all levels receive the support they need.

Mentoring Approach: Step-by-Step Guidance

The Academic mentor guided the student through the assessment in a structured, stepwise manner:

1. Introduction to RtI and InitiaLit:

   • Explained the theoretical basis of RtI and its application within the InitiaLit program.
   • Highlighted research supporting early intervention and systematic instruction in the alphabetic code.

2. Tier 1 Instruction Analysis:

   • Reviewed classroom-wide strategies for teaching reading and writing.
   • Emphasized the importance of systematic and explicit teaching to ensure the majority of students achieve literacy benchmarks.

3. Identification of Students Needing Additional Support:

   • Guided the student in using both formal assessments and informal observations to track progress.
   • Discussed methods for early detection of students at risk of falling behind.

4. Planning and Implementing Tier 2 Support:

   • Demonstrated how to provide targeted small-group instruction for students beginning to struggle.
   • Focused on scaffolding strategies, repetition, and revisiting earlier concepts.

5. Planning and Implementing Tier 3 Support:

   • Explained how to deliver one-on-one instruction for students not responding to Tier 2 support.
   • Emphasized documenting interventions and progress to justify further support.

6. Evaluation and Documentation:

   • Mentored the student on recording observations, intervention strategies, and outcomes.
   • Ensured alignment of documentation with evidence-based practices and school protocols.

Outcome Achieved

Through the mentoring process, the student was able to:

• Accurately identify students at risk and determine appropriate levels of support.
• Design and apply tiered interventions tailored to student needs.
• Demonstrate the use of classroom resources effectively to support literacy development.
• Understand the timing and documentation requirements for RtI interventions.
• Integrate evidence-based strategies from InitiaLit to improve student outcomes.

Learning Objectives Covered

• Understanding and applying the RtI framework in a primary classroom context.
• Developing skills in monitoring student progress and early identification of learning gaps.
• Implementing tiered instructional interventions (Tier 1, 2, 3) effectively.
• Recording and analyzing student data to inform instructional decisions.
• Enhancing student outcomes through structured, evidence-based literacy support.

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