1. The Continuum of Interventions in a 3 Tier Model
Oakland Schools
3 Tier Literacy Leadership Team Training
November 2009

2. TIER THREE TIER TWO TIER ONE High Quality Data-Driven
Intensive, Diagnostic Intervention
An explicit problem-solving process with
diagnostic assessment to develop an
intensive instructional plan with
frequent progress monitoring.
TIER TWO
Strategic Interventions
Slow responders to Tier One Instruction
receive Tier Two Strategic / Supplemental intervention and progress monitoring.
TIER ONE
High Quality Data-Driven
Classroom Instruction
Universal screening and data-based instructional problem solving to differentiate instruction to meet the needs of all learners.
Problem Solving occurs at all Tiers of Instruction
Special and General education staff work collaboratively at all tiers

3. Data-Driven Instructional Decision-Making Model for 3 Tiers
The problem is common for more than 20% of students.
The severity of the problem is greater for some learners.
Problem analyzed on system level
Yes
Yes or No
80%
Yes No
> 5% or an identified group has a special need for the service. No
Yes
The problem is common for more than 5% of students or for an identified group.
Problem analyzed on a group level
Yes
15% No
The problem is rare and/or specific to a particular student.
Problem analyzed on an individual level 5%
Yes

4. WHAT IS A TIER OF INTERVENTION?
Layers of intervention responding to student needs
Each tier provides more intense intervention
Aimed at preventing reading difficulties
TIER I
TIER II
TIER III

5. TIER I: CORE CLASSROOM INSTRUCTION
Tier I is comprised of three elements:
core reading program
benchmark testing of students to determine instructional needs at least three times per year
ongoing professional development
TIER I
TIER I

6. TIER I: CORE CLASSROOM INSTRUCTION
Focus
For all students in K through 3
Scientific-based reading instruction and curriculum emphasizing the five critical elements of beginning reading
Program
Grouping
Flexible grouping; all grouping formats used
Time
90 minutes per day or more
Benchmark assessment at beginning, middle,
and end of the academic year
Assessment
Interventionist
General education teacher
Setting
General education classroom

7. The Continuum of Interventions in a 3 Tier Model
Is our Tier I Core Program Sufficient?
Collect universal screening data.
Enter, organize, summarize and display data.
Determine the acceptable percentage of proficiency.
Identify the percentage of students who are proficient ? not proficient.
Make a comparison.
Fork in the Road: Determine what worked?
Does anything need to be done with the core programming?

8. The Continuum of Interventions in a 3 Tier Model
Consider Tier I Interventions
Begin with differentiating and scaffolding the core
Implement research-validated practices in Tier 1 (examples)
Pre-teaching
Re-teaching
More active responding
Choral Responding
Response Cards
Dry Erase Boards
More guided practice and feedback
Peer Assisted Learning Strategies
Partner Responding
Peer Tutoring
Controlling instructional materials
Structuring and scaffolding academic tasks

9. TIER II: SUPPLEMENTAL / STRATEGIC INSTRUCTION
Tier II is small-group supplemental instruction in addition to the time allotted for core reading instruction.
Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I.
TIER II

10. Interventions: Current State
Dimensions
Tier II
Tier III
Focus /
Grade Level
Program
Grouping
Time Frequency Duration
Assessment
Interventionist
Setting

11. SUPPLEMENTAL / STRATEGIC INSTRUCTION
TIER II:
SUPPLEMENTAL / STRATEGIC INSTRUCTION
Focus
For students identified with marked reading difficulties,
and who have not responded to Tier I efforts
Program
Specialized, scientifically based reading program(s)
emphasizing the five critical elements of beginning reading
Grouping
Homogeneous small group instruction (1:3, 1:4, or 1:5)
Time
Minimum of 30 minutes per day in small group in addition to
90 minutes of core reading instruction
Assessment
Progress monitoring twice a month on target skill
to ensure adequate progress and learning
Interventionist
Personnel determined by the school (e.g., a classroom teacher,
a specialized reading teacher, an external interventionist)
Setting
Appropriate setting designated by the school;
may be within or outside of the classroom

12. TIER II: SUPPLEMENTAL / STRATEGIC INSTRUCTION
When should Tier II instruction start?
Tier II instruction starts as soon as possible after students have been identified through benchmark testing.
How long is a round of Tier II instruction?
One round of Tier II instruction lasts 10 to 12 weeks (approx. 50 sessions). After the first 10- to 12-week round of Tier II instruction, a decision should be made about the student’s instructional needs. The options to be considered include:
exiting Tier II instruction
another round of Tier II instruction
entrance to Tier III instruction for intensive intervention
referral for special services (dyslexia, 504, etc.)

13. The Continuum of Interventions in a 3 Tier Model
Determine the Need for Tier 2 Interventions
List students for whom the core instruction is not sufficient.
Determine what specific supplemental instruction is needed?
Group students with similar instructional needs.
Identify current resources to match instructional needs.
Identify additional resources needed to match instructional needs.
Determine how supplemental instruction will be delivered?
Decide who will provide instruction.
Decide when, where and how often instruction will occur.
Determine how treatment integrity will be monitored

14. The Continuum of Interventions in a 3 Tier Model
Tier 2 Intervention Options
Strategic FLEXIBLE groupings of students with like needs
Materials from the Core or aligned with the core
Supplemental Standard Protocol Interventions PA
DI Phonics / Decoding
Reading Fluency
Evaluate the Effectiveness of Tier 2 Interventions
Establish Criteria
Choose Measures
Collect Data and evaluate results

15. TIER II: SUPPLEMENTAL / STRATEGIC INSTRUCTION
What should Tier II instruction look like?
Tier II Instruction requires:
systematic and explicit instruction with modeling, multiple examples, and feedback to students
pacing to match each student’s skill level
providing students with multiple opportunities to participate and respond
providing students with corrective feedback
Tier II interventionists coordinate with the general education classroom teacher so that Tier II instruction can be used to pre-teach and review skills.

16. TIER III: INTENSIVE INTERVENTION
Tier III is intensive, strategic, supplemental instruction and often considerably longer in duration than the weeks of supplemental instruction provided in Tier II.
Tier III is specifically designed and customized small-group reading instruction that is extended beyond the time allocated for Tier I and Tier II.
TIER III

17. TIER III: INTENSIVE INTERVENTION
Focus
For students with marked difficulties in reading and who have not responded adequately to Tier I and Tier II efforts
Program
Sustained, intensive, scientifically based reading program(s)
emphasizing the critical elements of reading for students with
reading difficulties/disabilities
Grouping
Homogeneous small group instruction (1:3)
Minimum of two 30-minute sessions per day in small group
in addition to 90 minutes of core reading instruction.
Time
Progress monitoring weekly on target skill to ensure adequate progress and learning
Assessment
Personnel determined by the school (e.g., a classroom teacher,
a specialized reading teacher, an external interventionist)
Interventionist
Setting
Appropriate setting designated by the school

18. TIER III: INTENSIVE INTERVENTION
How are students selected for Tier III instruction?
There are three ways:
If a student has participated in two rounds of Tier II instruction and has not made sufficient progress even after adjustments to instruction.
If after receiving only one round of Tier II instruction because the student shows a marked lack of progress and further Tier II instruction is deemed insufficient to put him/her back on track.
A student who has received previous Tier III instruction and has exited may re-enter Tier III as needed.

19. HOW DO TIER II AND TIER III DIFFER?
Tier II instruction
Tier III instruction
Daily instruction
Minimum of 30 minutes (+ Tier I)
Minimum of 30 minutes twice a day (+ Tier I)
Duration
weeks
(1 or 2 rounds)
Often considerably greater than weeks
Group size
1: 3 to 5
1:3, 1:2, 1:1
Ongoing progress monitoring
every 2 weeks
every 1-2 weeks

20. Assessment: Progress Monitoring Benchmarks
Tier I Intervention
Yes
Yes
Yes
Assessment: Progress Monitoring Benchmarks
mastery
Grade
Level
Learners
Struggling Learners
no mastery
who have experienced:
Tier I Intervention &
Tier II Intervention A
—10-12 weeks 1 2A
No previous
Tier II Intervention
Tier I Intervention &
Tier III Intervention 1 2A 2B 3
Both Tier II
Interventions A & B or
Tier I Intervention &
Tier II Intervention B
—10-12 weeks 1 2A 2B
Tier II
Intervention A only No No
Meet Exit Criteria
Meet Exit Criteria
Meet Exit Criteria

21. Key Elements of Effective Intervention Systems
Well trained teachers who understand the process of learning to read and how to identify children lagging behind in literacy development.
Systematic and reliable assessments to monitor the growth of critical reading skills.
Leadership within the school to allocate intervention resources appropriately and to monitor the use of those resources.
Appropriate materials available to help structure interventions and provide instruction and practice activities at the appropriate level of difficulty.
Personnel to assist the classroom teacher in providing intensive interventions to the students most in need.

22. Interventions: Desired State
Dimensions
Tier II
Tier III
Focus /
Grade Level
Program
Grouping
Time Frequency Duration
Assessment
Interventionist
Setting

23. Evaluating Interventions: Team Self Assessment Tools
Core Instruction Team Self Assessment
Intervention Planning Process Tool
See Handouts.