University-School Collaboration for the Implementation of a Tier III Reading Program for Elementary School Students

Abstract

In the wake of the RTI movement, much has been discussed in terms of how to provide first- and second-tier interventions, but educators may need additional resources for service delivery within the third tier. One application of a Tier III intervention within a Midwest university's school psychology program partnership with a local school district is discussed. Details on how to implement Tier III interventions for students with significant reading difficulties are provided. Specifically, a description of one service delivery model, the resources used to implement the Tier III interventions, and assessment of student progress are discussed. Further, a discussion on the maintenance of the interventions and sustainability of the project over time is included.

KEYWORDS:

• response to intervention
• reading
• Tier III intervention
• elementary school
• university–school collaboration

This article was accepted under the editorialship of Dr. Charles A. Maher.

We thank Amy Dick, Ashley Dennany, Lori Gilbert, Misha Graves, Rachel Fender, and Lauren Benner for their hard work in helping implement the Tier III program. We also thank the principal, teachers, and students that kindly participated in the program.