Data analysis for 1:1 instruction (Tier 3) slide outlines

1. Data analysis for 1:1 instruction (Tier 3)

Extract from a Literacy Hub professional learning webinar.

2. Data analysis for 1:1 instruction (Tier 3)

3. Focus teaching group: Tier 3

[Image: Sample filled-in progress monitoring tool for Phase 8 of the Literacy Hub’s phonics progression. Rows across the top detail what is tested in each individual part of the assessment (digraphs, decoded words, sentences, pseudo words, irregular words). The first vertical column shows names of students, the second column shows considerations (for a handful of students, not all), considerations identified include: EAL background; ASD; ear infections; DLD/ADHD; high absence; and new to school/EAL. The next rows show green, red or n/a cells, based on student result for each of the assessment components. A final column details teacher notes for each student. A row across the top of all student results shows a percentage coloured either red or green, to identify areas of class-wide success (80% or above) or areas needing further instruction (less than 80%).

Arrows identify two students in need of Tier 3 instruction: Sam and Sadie.

A text box in the top right-hand corner says:

Tier 3: Sam

  • Letter–sound correspondences: satpin
  • Irregular words: ‘the’
  • Oral blending picture cards
  • CVC words: decode/encode

Tier 3: Sadie

  • Daily review of known sounds plus decoding and encoding words
  • Add new letter–sound correspondences following progression.

4. Focus teaching group: Tier 3

[Image: Two diagrams are shown side by side: the Phonics instructional model and the Gradual release of responsibility across tiers of intervention diagram.

The Phonics instructional model has two parts, review and explicit teaching. The review starts with phonemic awareness, which leads to grapheme level (read and spell), word level (read and spell), sentence level (read and spell). These are next to a 'You do' icon (teacher provides corrective feedback). The explicit teaching starts with phonemic awareness, and learning intention and success criteria, which lead to grapheme level (read and spell), word level (read and spell), sentence level (read and spell). These are next to an 'I do' icon and a 'We do' icon. This leads to check for understanding, which leads to either 'You do' (independent practice) or teacher focus group.

The Gradual release diagram illustrates levels of intervention from Tier 1 to Tier 3. There is a triangle shape, narrow on the left increasing in size on the right, with three sections. The labels ‘I do’, ‘We do’ and ‘You do’ are written horizontally, one for each section. The I do and You do sections increase across the tiers, but the We do section increases a lot more. Under Tier 1, there is a teacher icon with 20 student icons; 16 are green (the same colour as Tier 1); 3 are purple (the same colour as Tier 2); and one is yellow (the same colour as Tier 3). Under Tier 2, there is a teacher icon with 4 student icons; 3 are purple; and one is yellow. Under Tier 3, there is a teacher icon with 1 yellow student icon. A line with arrows pointing both directions sits under the diagram and accompanying text reads Ongoing progress monitoring to inform instructional needs.

An arrow connects the Explicit teaching part of the Phonics instructional model to the Tier 3 part of the Gradual release of responsibility diagram.]

5. Focus teaching group: Tier 3

A text box on the left says:

Tier 3: Sam

  • Letter–sound correspondences: satpin
  • Irregular words: ‘the’
  • Oral blending picture cards
  • CVC words: decode/encode

An arrow from the text box points to a filled-in Phonics lesson planner template, where the teacher has filled in information for Sam. The focus area is identified as Blending/segmenting, s, a, t, p, i, n. The structure of the Tier 3 instruction follows the same model as the Phonics instructional model: Daily review, Learning intention and success criteria, Word level, Sentence level, Check for understanding.]

6. Tier 1, 2 and 3 instruction and the Gradual release of responsibility model

[Image: Graphic on the left-hand side of the page shows a red brick wall. Along the top, four happy children run across the wall. One student is scaling the left-hand side of the wall, nearly at the top. One child sits facing the wall, knees pulled in, with a sad expression on their face. These children represent students across different stages of the phonics instructional journey.

An arrow points from this graphic of the students and the wall to Gradual release of responsibility across tiers of intervention diagram. The Gradual release diagram illustrates levels of intervention from Tier 1 to Tier 3. There is a triangle shape, narrow on the left increasing in size on the right, with three sections. The labels ‘I do’, ‘We do’ and ‘You do’ are written horizontally, one for each section. The I do and You do sections increase across the tiers, but the We do section increases a lot more. Under Tier 1, there is a teacher icon with 20 student icons; 16 are green (the same colour as Tier 1); 3 are purple (the same colour as Tier 2); and one is yellow (the same colour as Tier 3). Under Tier 2, there is a teacher icon with 4 student icons; 3 are purple; and one is yellow. Under Tier 3, there is a teacher icon with 1 yellow student icon. A line with arrows pointing both directions sits under the diagram and accompanying text reads Ongoing progress monitoring to inform instructional needs.]