Tiered Support

Multi-leveled support can be viewed as layers or tiers of increasingly intense intervention that respond to student-specific needs. While RtI models are commonly and graphically illustrated as a 3-tiered pyramid, the number of tiers or levels will vary depending upon resources available. Information regarding multi-level support can be filtered by specific tier and/or level.

Articles

Scientifically Based Research

NCREL Learning Points Associates

An eight-page booklet outlining criteria that enable school personnel to evaluate evidence of effectiveness of instructional practices/strategies. List specific characteristics associated with scientifically based research (SBR) along with guiding questions that can be used to evaluate SBR. A glossary of common research terms is also provided

A brief article that defines SBR and describes its historical roots. Explains in detail criteria used to distinguish whether programs or instruction is SBR. Also discusses implications of SBR for school personnel whose responsibility involves selection of program and practices supported by SBR.

A ten-page booklet that provides an overview of scientifically based research (SBR). The booklet begins with a definition of SBR based on the No Child Left Behind (NCLB) Act of 2001, followed by a series of questions teachers can use to help them determine if a particular instructional practice or strategy meets established standards for SBR

Guidance Documents

Guide developed by the U.S. Department of Education to help educators determine whether a program, intervention or instructional practice meets the SBR criteria established in NCLB (2002). Discusses how to evaluate interventions for effectiveness. The guide also breaks down the elements of research studies to conclude whether they are truly considered SBR.

Webinars

Selecting Evidence-Based Tools and Programs for Implementing Response-to-Intervention

National Center on Response to Intervention (NCRTI) – Presented by Dr. Allison Gandhi (2010)

This webinar provides an overview of the screening, progress monitoring, and instructional tools charts provided on the NCRTI website. The presenter walks through the process that teams can use when selecting an appropriate tool and what to think about when determining the actions your school/district will take when implementing RtI. Discussions about how to use the results to inform decisions about what your logistical needs and priorities are for your school/district; e.g. materials, space, time, LEP students, funds.

Websites

The Center for RtI in Early Childhood operates out of the University of Kansas in collaboration with Ohio State University, University of Minnesota and the Dynamic Measurement Group. It’s overall mission is to conduct research and disseminate resources and information relative to the implementation of RtI at the early childhood level. The website hosts information describing the RtI model at a preschool level and descriptions of interventions that can be used at Tiers 2 & 3 within an RtI framework. Links are also provided to articles describing the RtI process for young children.

The Florida Center for Reading Research (FRCC) provides useful information school based programs and interventions. It provides summaries of these programs and evaluates each one against criteria established by the NCLB (2002) on scientifically based research. The FRCC published a series of reports that provides a summary of instructional programs and interventions school districts are interested in using at various tiers with the RtI process.

A website that provides summarizes of programs and practices for children that have positive outcomes. Reviews and posts outcomes associated with efficacy studies of a variety of programs targeting education, family, and community. The site links research articles with programs, and also provides video clips, resources and tools, and an option to submit programs for review.

Recognition and Response: RtI for Pre-K

Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina

Operating out of the Frank Porter Graham (FPG) Child Development Institute at the University of North Carolina. Recognition and Response is a tiered prevention model for children at the preschool level. The website provides information regarding this model as well as video clips that illustrate administration of universal screening and progress monitoring and tier 2 small group lessons

Created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education, the Best Evidence Encyclopedia, commonly referred to as the “BEE,” is a free website offering summaries of scientific reviews. Each study is evaluated by a set of criteria which was created to determine the strength of the research. The BEE is funded by the Institute of Education Sciences (I.E.S.).

Established in 2002, through an initiative of the U.S. Department of Education’s Institute of Education Science, its chief function is to assess the rigor of research evidence regarding interventions and programs used in schools. The website provides a set of guides that summarizes and rates the effectives of various curricula/programs using criteria established by NCLB (2002) on SBR.

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