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

Considering Tier 3 Within a Response-to-Intervention Model

Ervin, R. A. (University of British Columbia, Vancouver, BC, Canada)

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.

Briefs

RtI Implementation Process for Middle School

National Center on Response to Intervention (NCRTI)

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

RtI Scheduling Processes for Middle School

National Center on Response to Intervention (NCRTI)

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

Power Point Presentations

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.

Selecting and Implementing Evidence-Based Reading Interventions in a Response to Intervention Model

Carolyn A. Denton, Ph.D., Children’s Learning Institute, Department of Pediatrics at the University of Texas Health Science Center at Houston

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.

Presentations

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.

Webinars

RtI in Middle School

Facilitated by Dr. Daryl Mellard and Sara Prewett from the National Center on Response to Intervention

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

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