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Tiered Instruction and Interventions
Jenny Scala February 2017
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Levels, Tiers, and Interventions
Tier III MODEL: Minimum of 3 tiers representing each level of intensity Tier II Remember, the school or local education agency (LEA) model is their interpretation of the RTI framework. Schools and districts vary widely in the number of tiers included in their RTI frameworks. Regardless of the number of tiers of intervention a school or district implements, each should be classified under one of the three levels of prevention: primary, secondary, or tertiary. This will allow for a common understanding across schools, districts, and states. Within this three-level prevention system, schools may configure their RTI frameworks using four, five, or more tiers of intervention. The minimum number of tiers possible within a school or LEA’s model is three, with one tier representing each level of intensity. In choosing the number of tiers for the RTI model, practitioners should recognize that as the number of tiers increases, the complexity of the model also increases. In all models, all students receive instruction within primary prevention level (the core curriculum), which is often synonymous with tier 1. [Essential Components of RTI – A closer Look at Response to Intervention] Tier I
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Levels, Tiers, and Interventions
Tier III Interventions are provided at each level and within each tier. Tier II Interventions are provided within each level and within each tier. Variations in the model, including the number of tiers and the interventions used within each tier, should be based on the needs of the population. For example, one school may have three interventions of approximately the same intensity in the secondary level of prevention, while another school may have one intervention at this level. While there are differences in the number of interventions, these schools will have a common understanding of the nature and the focus of the secondary level of prevention. Within each level of prevention and tier, there can be more than one intervention, but this is not a requirement. [Essential Components of RTI – A closer Look at Response to Intervention] Tier I
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Different evidence standards
Research-based curricula Evidence-based intervention Recommended for primary prevention across subjects. Components have been researched and found to be generally effective. Curriculum has not been rigorously evaluated. Recommended for secondary and tertiary prevention Evaluated using rigorous research design Evidence of positive effects for students who received the intervention Read slide.
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Tiered Interventions Interventions need to be aligned to focus area.
Secondary schools tend to skip ensuring strong Tier I and focus on Tier II and Tier III supports. Establish exit and entry criteria for students.
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Tier I First, we are going to talk about primary prevention in more detail
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Tier I FOCUS: ALL students
INSTRUCTION: District curriculum and instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction SETTING: General education environment ASSESSMENTS: Screening, continuous progress monitoring, and outcome measures or summative assessments Primary prevention is high-quality core instruction that meets the needs of most students Briefly summarize slide.
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Tier I Focus ALL students
Includes students with disabilities, learning differences, or language barriers Increase access through Differentiated instruction Practices that are linguistically and culturally responsive Accommodations Modifications The focus of primary prevention is ALL students including those with disabilities, learning differences or language barriers. You can increase access for all students through differentiated instruction, linguistically and culturally responsive practices, and using accommodations or modifications. Read slide.
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Tier I Instruction Research-based curriculum materials for students (including sub groups) Implementation fidelity Articulation of teaching and learning within and across grades Differentiation of instruction based on data Ongoing professional development Refer participants to the multi-level instruction section of the Integrity Rubric. The last column includes the essential features of an effective primary prevention level (See NCRTI Integrity Rubric). Within primary level instruction: All of the curriculum materials are research based for the target population of learners (including subgroups). Procedures are in place to monitor the fidelity of implementation of the core curriculum; the preponderance of evidence supports that the core curriculum is delivered with fidelity. Teaching and learning are well articulated from one grade to another and within grade levels so that students have highly similar experiences, regardless of their assigned teacher. Most or all teachers differentiate instruction using students’ assessment data to identify their students’ needs. School-based professional development is institutionalized and structured so that all teachers continuously examine, reflect on, and improve instructional practice.
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What Is Core Curriculum in RTI?
Content area and grade level standards Usually mandatory for all students of a school or a school system Often instituted by local school boards, departments of education, or other administrative agencies charged with overseeing education May or may not include instructional materials The core curriculum is the course of study deemed critical and usually mandatory for all students of a school or school system. Core curricula are often instituted at the elementary and secondary levels by local school boards, departments of education, or other administrative agencies charged with overseeing education. [Essential Components of RTI – A closer Look at Response to Intervention]
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What Are Differentiated Learning Activities?
Offers students in the same class different teaching and learning strategies based on Student assessment data and knowledge of student readiness Learning preferences, Language and culture Teachers use student assessment data and knowledge of student readiness, learning preferences, language and culture to offer students in the same class different teaching and learning strategies that address their needs.
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What Are Differentiated Learning Activities?
Involves Mixed instructional groupings, Team teaching, Peer tutoring, Learning centers, and Accommodations to ensure that all students have access to the instructional program Is NOT the same as providing more intensive interventions to students with low achievement or learning disabilities Differentiation can involve mixed instructional groupings, team teaching, peer tutoring, learning centers, and accommodations to ensure that all students have access to the instructional program. Differentiated instruction is NOT the same as providing more intensive interventions to students with low achievement or learning disabilities.
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Differentiation National Center on RTI implementation rubric:
Most teachers in the school differentiate instruction for students on, below, or above grade level Staff can explain how most teachers in the school use data to identify and address the needs of students
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Tier I Setting General education environment
Various grouping strategies Whole class Cooperative learning groups The setting for primary prevention is the general education classroom or a similar setting. Various grouping strategies such as whole class and cooperative learning groups, are used.
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Tier I Assessment Universal screening to determine students’ current level of performance Continuous progress monitoring to confirm risk status and monitor progress of at-risk students Outcome measures or summative assessments for accountability Ongoing data drives instructional decisions in primary prevention. This includes: Read Slide.
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Example of Interventions Aligned With EWS Indicators: Attendance
Tier III Intensive Tier II Targeted Tier I Universal Example of Interventions Aligned With EWS Indicators: Attendance Type of Intervention Attendance Universal (all students) Every absence brings a response A culture exists that says attending every day matters Positive social incentives for good attendance Data tracking by teacher teams Targeted (15% to 20% of students) Two or more unexcused absences in a month brings brief daily check by an adult Attendance team (teacher, counselor, administrator, parent) investigates and problem solves (why isn’t student attending?) Intensive (5% to 10% of students) Sustained one-on-one attention and problem solving Appropriate social service community supports Source: Mac Iver & Mac Iver, 2009
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Example of Interventions Aligned With EWS Indicators: Behavior
Tier III Intensive Tier II Targeted Tier I Universal Example of Interventions Aligned With EWS Indicators: Behavior Type of Intervention Behavior Universal (all students) Teach, model, and expect good behavior Positive social incentives and recognition for good behavior Advisory Data tracking by teacher teams Targeted (15% to 20% of students) Two or more office referrals brings involvement of behavior team Simple behavior checklist that students bring from class to class, checked each day by an adult Mentor assigned Intensive (5% to 10% of students) In-depth behavioral assessment (why is student misbehaving?) Behavior contracts with family involvement Appropriate social service or community supports Source: Mac Iver & Mac Iver, 2009
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Tier III Intensive Tier II Targeted Tier 1 Universal Example of Interventions Aligned With EWS Indicators: Course Performance Type of Intervention Course Failures Universal (all students) Research-based instructional programs In-classroom support to enable active and engaging pedagogies Data tracking by teacher teams Targeted (15% to 20% of students) Elective extra-help courses tightly linked to core curriculum; preview upcoming lessons and fill in knowledge gaps Targeted, reduced class size for students whose failure is rooted in social-emotional issues Intensive (5% to 10% of students) One-on-one tutoring Source: Mac Iver & Mac Iver, 2009
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Scheduling Interventions in Secondary Schools
Interventions should not be a “parking lot” for students Think creatively about schedule Ensure staff understand process and changes Examples in traditional six- to eight-period days, block schedules Need to ensure staff also have time for collaborative data-based decisions
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Challenges in Secondary Schools
Teachers of content Align professional development to needs of secondary schools Determine clear focus and outcome of interest for multi- tiered support Use of formative assessments (formal and informal)
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Potential Resources Center on Instruction
Bringing Literacy Strategies into Content Instruction Response to Intervention resources Center on Innovations in Learning content on personalized learning effective practices The IRIS Center module on differentiated instruction Handout on creating tiered intervention framework
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