III. Instruction Matched to Student NeedA school district's process to determine if a student responds to scientific, research- based instruction shall include instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards. Show
Multi-tier Service Delivery ModelWhen students are identified through screening, progress monitoring or other on-going assessment procedures as not making sufficient or satisfactory progress, the school’s multi-tier service delivery model provides a range of supplemental instructional interventions with increasing levels of intensity to address these needs. The various tiers include distinguishing features such as:
A multi-tiered system can be viewed as layers of increasingly intense intervention that respond to student-specific needs (a continuum of instructional support provided to a student). The number of tiers may vary depending upon the individual school and resources available. For purposes of this document, a three-tier model will be described. Levels of Intervention:Tier 1Tier 1 is commonly identified as the core instructional program provided to all students by the general education teacher in the general education classroom. Research-based instruction and positive behavior intervention and supports are part of the core program. A school/district’s core program (Tier 1) should minimally include:
District policies and practices should ensure that parents are informed of curriculum goals and methods of instruction. Appropriate instruction in reading means scientific research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency and reading comprehension strategies. As indicated in Chapter I, the foundation of core instruction for LEP/ELL students should be both culturally responsive and linguistically appropriate. Tier 1 appropriate instruction for LEP/ELL students must include bilingual and ESL instruction, at levels pursuant to Part 154 of the Regulations of the Commissioner of Education. Levels of Intervention: Tier 2Tier 2 intervention is typically small group (3-5) supplemental instruction. This supplemental instructional intervention is provided in addition to, and not in place of, the core instruction provided in Tier 1. For example, a student who is receiving Tier 2 intervention would be provided core instruction plus 20-30 minutes of supplemental interventions three to five days per week. Tier 2 interventions focus on the areas of student need or weakness that are identified in the screening, assessment or progress monitoring reports from Tier 1. Therefore, students are often grouped according to instructional need. Approximately 5 to 10 percent of students in a class receive Tier 2 intervention. The location of Tier 2 intervention is determined by the school. It may take place in the general education classroom or in an alternate location outside of the general education classroom. The determination of which interventions will be provided to an individual student is made by either a problem-solving process or a standard treatment protocol. (See Chapter V on the decision-making process.) Tier 2 interventions should be supported by research and vary by curriculum focus, group size, frequency, and duration. Individual student needs affect the determination of these variables. In Tier 2, direct, systematic instruction provides more teacher-directed instruction, carefully structured and sequenced to an individual student, than was provided in Tier 1. The determination of a student’s achievement is well defined and mastery is achieved before moving on to the next step in the sequence. Progress monitoring occurs more frequently in Tier 2 and may vary from once every two weeks to once a week using Curriculum-Based Measurement (CBM)2 that measure targeted skills. Periodic checks to ensure that the delivery of instruction was provided in the way it was intended (fidelity checks) are conducted for the purposes of determining how closely the intervention or instruction is implemented to the way it was designed. The recommended length of time a student spends in the second tier of intervention will vary from approximately nine to 30 weeks, depending on such factors as the skill set to be learned, rate of student’s progress, whether the student is making adequate progress according to the standard protocol established prior to initiation of the intervention, the student’s age and/or developmental level. When progress monitoring of a Tier 2 intervention indicates lack of adequate response, schools should consider adjusting the intervention in terms of intensity. Levels of Intervention: Tier 3Tier 3 intervention is designed for those students who demonstrate insufficient progress in Tier 2. Tier 3 is typically reserved for approximately one to five percent of students in a class who will receive more intensive instruction in addition to their core instruction. Tier 3 differs from Tier 2 instruction in terms of such factors as time, duration, group size, frequency of progress monitoring and focus. This tier provides greater individualized instruction in a small group setting (generally one to two students at a time) anywhere from 30 to 60 minutes at a minimum of four days per week. The progress of students at Tier 3 is monitored more frequently, at least once a week, to determine the student’s response to intervention. Instruction is provided by school personnel who are highly skilled or trained in the areas of academic need indicated by student performance data. The setting for Tier 3 intervention is determined by school personnel. It is important to note that Tier 3 is considered supplemental instruction to Tier 1 and is not intended to replace Tier 1 instruction. Similar to Tier 2, school personnel must conduct regular fidelity checks to determine if the intervention was implemented the way it was intended. Parent NotificationIn accordance with section 100.2(ii) of the Regulations of the Commissioner of Education, when a student requires an intervention beyond that provided to all students and begins receiving Tier 2 intervention, parents must be notified in writing of the:
It is important that schools keep parents informed of the student’s progress based upon progress monitoring data collected within each tier. This is consistent with section 200.4(j) of the Regulations of the Commissioner of Education, which requires the parent of a student suspected of having a learning disability to receive data-based documentation of the student’s achievement at reasonable intervals reflecting formal assessment of a student’s progress during instruction. Quality Indicators for Multi-Level System
Adapted and reprinted with permission from Johnson, E., Mellard, D., Fuchs, D., McKnight, M. for NRCLD (2006, August) Responsiveness to Intervention (RtI): How to Do It Essential Task List for Tier 1 Instruction Directions: In the second column, write the name of the individual or team who will assume responsibility for the task identified in the first column. In the third column, write the deadline for or status of the task. Complete each task identified.
Adapted and reprinted with permission from Mellard, D.F., Johnson, E. (2008). RTI A Practitioner’s Guide to Implementing Response to Intervention Essential Task List for Tier 2 and Beyond Directions: In the second column, write the name of the individual or team who will assume responsibility for the task identified in the first column. In the third column, write the deadline for or status of the task. Complete each task identified.
Adapted and reprinted with permission from Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to Intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities. 2 Curriculum-Based Measurement (CBM) is a method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling. (The National Center on Student Progress Monitoring: http://www.studentprogress.org/families.asp). What is Tier 1 in the classroom?Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.
What is Tier 2 in the classroom?Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start.
What is Tier 1 in the RTI model?Tier 1 consists of universal instruction for all students, which should be research based. Typically, 80% or more of students should be able to make steady and consistent academic growth with whole group instruction and support from their classroom teacher.
What is a Tier 3 approach?Tier 3: Intensive Individual Interventions.
This tier involves increased intensity (more instructional time, smaller group size or individual instruction) and increased explicitness (more focus on teaching specific skills). At this level, resources from outside the classroom are brought in to facilitate the learning.
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