Tiered Support

Tier 3 in an RtI framework is intended for students who are not responding to core instruction or supplemental interventions at Tier 2. This article details considerations within Tier 3 and three questions to ask about the student, strategies, available resources, and outcomes of interventions.

Article that discusses the preventative measures an RtI model would have on learning difficulties in literacy for struggling students. Torgesen suggests that early intervention would have strong effects on reading comprehension, vocabulary, oral language ability and other essential literacy areas. Also provides data from FCAT (Florida’s Comprehensive Assessment Test) which assesses word knowledge, conceptual understanding and interference skills from third to tenth grade. Torgesen explains that mastery of these three skills have a link to comprehension ability in older students.

A short article that provides a rationale for RtI and a discussion of its critical features: tiered approach and using assessment data to make better decisions about students. Also discussed is the nature of service delivery or interventions at a secondary level and lists the nature of positive outcomes associated with schools who implement a tiered approach at the middle and secondary levels.

Discusses a rationale for RtI in secondary education, including using preventative measures in literacy to avoid failure in other academic areas. Lists four myths that must be clarified in order for an RtI process to work at this level. Also poses possible opportunities and challenges an RtI approach may have on middle, junior, and high school. Includes a chart of questions to be asked about a school’s RtI approach with responses that demonstrate signs of readiness.

Online article that discusses the outcomes of an RtI implementation project in Berkley Springs High School, West Virginia. Thirty students were chosen based on literacy assessment scores and reading levels to participate in this study. The project focused on tracking improvements made in each of the three tiered levels. Based on the data all tiers showed some improvement. However, students given intensive, specialized instruction at tiers II and III made the most gains in fluency, comprehension and word identification. Other implications and suggestions for further adjustments on RtI at secondary level are briefly discussed at the end of the article.

A 20 page informational brief published by the NCRTI.  The brief provides information and guidance relative to RtI implementation issues at the middles school.  Topics include:

-Leadership
-Planning and preparation
-Communication
-Assessment
-Small-group intervention

A high school teacher’s account of RtI in her classroom.  RtI is explained and the process which took place in the four main components of RtI: Universal Screening, progress monitoring, intervention, and fidelity of implementation.  This brief also discusses the importance of collaboration in RtI and the challenges that may arise at the secondary level.   

An informational brief published by the NCRTI that responds to frequently asked questions concerning scheduling issues in middle school.  Based on observations, surveys, and interviews from administrators and staff from eleven middles schools implementing an RtI model. The brief offers guidance and support on the following issues:  

-Modifying schedules
-Planning for grade/level and/or content area meetings
-Staffing for smaller intervention classes
-Assessments: screening and progress monitoring

The Content Literacy Continuum (CLC), developed by the Center for Research on Learning at the University of Kansas, is a supportive framework that consists of five levels of increasing intensity designed to meet the needs of high, average, and low achievers at the middle school level. This presentation describes each of the five levels and how they can be incorporated into an RtI process.

In this presentation for the 2009 NASSP Convention, there is a section on the changing roles of professionals. Each major role is outlined with brief descriptions on what responsibilities that person would have within the RtI model. The presentation also depicts why there needs to be a balance rather than an over reliance in roles.

scroll down and click on “NASSP Convention Handout”

A key component of RTI models in reading is the provision of high-quality evidence-based reading instruction and interventions. Dr. Denton will describe the current evidence from RTI reading research concerning the characteristics of effective Tier 2 and Tier 3 interventions. She will also describe research that addresses questions such as: (a) Where should reading interventions be provided? (b) Who can provide reading intervention? (c) How long should intervention be provided in each tier? (d) How should we measure intervention response? The primary emphasis will be on early intervention for the prevention of reading difficulties, but Dr. Denton will also describe the research base on interventions for students in the intermediate and secondary grades.

Collaborative Strategic Reading (CSR) is a research-validated instructional model designed to improve reading comprehension and content learning in general education and intervention
settings in grades 4-12. CSR can used to differentiate core instruction in content area classrooms or as an intervention at Tier 2 or 3 of an RtI model. CSR procedures are intended to maximize students’ involvement and support student success in heterogeneous, or mixed learning level, classrooms. Participants will learn to teach the core components of CSR (before, during, and after reading strategies); facilitate student-led textbased discussions; use CSR to support students with diverse learning needs
including English language learners in heterogeneous classrooms; and plan for successful integration of CSR into existing structures. Teachers will be provided with access to materials needed to implement CSR.

This presentation delivered by Dr. Virginia Buysse and Dr. Ellen Peisner-Feinberg was presented March 2011 at a conference hosted by the NYS Prekindergarten Administrators’ Association. Recognition & Response is a tiered model for high quality instruction and tiered model for providing high quality instruction and targeted interventions that are matched to the learning needs of 3 – 5 year-olds. The presentation describes the three components of the R&R system and how they differ across each tier. The presentation covers how universal screening and progress monitoring within an RtI/R&R framework differ from traditional methods of screening and assessment.

A key component of RTI models in reading is the provision of high-quality evidence-based reading instruction and interventions. Dr. Denton will describe the current evidence from RTI reading research concerning the characteristics of effective Tier 2 and Tier 3 interventions. She will also describe research that addresses questions such as: (a) Where should reading interventions be provided? (b) Who can provide reading intervention? (c) How long should intervention be provided in each tier? And (d) How should we measure intervention response? The primary emphasis will be on early intervention for the prevention of reading difficulties, but Dr. Denton will also describe the research base on interventions for students in the intermediate and secondary grades.

When screening and/or progress monitoring data indicate below grade level reading performance, supplemental or tiered intervention is provided. Tiered interventions constitute the heart of an RtI framework, and to be effective, require instruction that is highly focused and aligned to core or primary reading instruction and to the needs of the student. This presentation will focus on the nature of tiered interventions in grades K-4 in terms of early foundational skills essential to proficient reading: alphabetic principle, decoding, sight words, fluency, vocabulary, and comprehension. A discussion involving ELLs with respect to Tiers 2 and 3 intervention will center on the importance of vocabulary and spoken language.

Originally developed by Judy Smith-Davis for a federally-funded project, this tool has been updated and provides criteria schools should address when considering adoption of a new model, practice or product. 

An archived webinar presented by Dr. Daryl Mellard and Sara Prewett from the University of Kansas.  The webinar provides an introduction relative to what is currently known about the RtI process at the middle school level.  Discussion centers on the following issues: 

-Implementation and planning
-Assessment: screening and progress monitoring
-Tiered intervention
-Data-based decision-making
-Staff preparation
-Challenges

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.

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