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.
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.
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.
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.