1. Tiered Instruction and Interventions

2. 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

3. 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

4. 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.

5. 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

6. Tier II

7. Tier II Level
FOCUS: Students identified through screening as at risk for poor learning outcomes
INSTRUCTION: Targeted, supplemental instruction delivered to small groups
SETTING: General education classroom or other general education location within the school
ASSESSMENTS: Progress monitoring, diagnostic
Secondary prevention represents evidence-based intervention(s) of moderate intensity that addresses the learning or behavioral challenges of most at-risk students.
Briefly summarize slide

8. Tier II Focus
Students identified through screening as at risk for poor learning outcomes
Typically 15% of entire population
The focus for secondary prevention is on students identified through screening as at risk for poor learning outcomes. This is typically between percent of the entire population. A school or district’s target identification rate (e.g., based on resource limitations, for example, they can only serve 15 percent of students) may mean that not all students who meet the selection criteria for secondary prevention receive this level of support. Schools and districts may consider two tiers within secondary prevention (i.e., tier IIa and tier IIb) if the performance levels or needs of students receiving secondary instruction vary greatly.
Note: see screening module for more information on target identifications rates.

9. Tier II Instruction Evidence based
Aligns with and supports core instruction
Implementation fidelity based on developer guidelines.
Delivered by well-trained staff in optimal group sizes
Decisions are based on valid and reliable data and criteria are implemented accurately.
Supplements core instruction
Refer to Integrity Rubric.
In an effective secondary system, the following are true:
All secondary-level interventions are evidence based.
Secondary level prevention is well aligned with core instruction and incorporates foundational skills that support core instruction.
Procedures are in place to monitor the fidelity of implementation of secondary level interventions and secondary level implementation is generally implemented with fidelity according to developer guidelines.
Secondary level interventions are led by well-trained staff and the groups size is optimal for the age and the needs of students
Decisions about responsiveness to intervention are based on reliable and valid progress monitoring data that reflect the slope of improvement or the final status at the end of secondary level prevention. The decision making criteria are implemented accurately.
Secondary-level interventions supplements core instruction.

10. Tier II Setting General education classroom or similar setting
Adult-led instruction
Small group rather than whole class
Secondary prevention typically occurs in a general education classroom or other general education location within a school. Secondary instruction is provided in addition to the core curriculum, so students should not be pulled from general classroom instruction. It relies entirely on adult-led small-group instruction rather than whole-class instruction and involves instruction where the group size is optimal for the age and needs of the students.

11. Tier II Assessment Decisions about responsiveness to intervention
Are based on reliable and valid progress monitoring data.
Reflect judgment based on the slope of improvement or final status at the end of the intervention period.
Decision-making rules are applied accurately and consistently
Decisions about responsiveness to intervention are based on reliable and valid progress monitoring data that reflect slope of improvement or the final status at the end of the intervention period; these decision-making rules are applied accurately and consistently.

12. Tier II Assessment Progress monitoring Diagnostic assessment
Monitor student response to secondary instruction.
Evaluate the efficacy of the secondary system.
Conduct at least monthly.
Diagnostic assessment
Match students needs to interventions.
Progress monitoring data and diagnostic assessments are important when developing a data-driven secondary system. These tools can be used to monitor student response to secondary instruction, evaluate the efficacy of the secondary system, and should be conducted at least monthly. Diagnostic assessments are used within a secondary prevention system to match student needs to interventions. Let’s look at how these data inform decisions at the secondary level.

13. 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

14. 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

15. 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

16. Changing the Intensity and Nature of Instruction
Intervention
Duration
Frequency
Interventionist
Group size
For all levels of prevention (primary, secondary and tertiary), data should guide decisions about changing the level of support needed for students to be successful. Changing the intensity includes both increasing and decreasing the level and the intensity of the support given to a student. In cases where students are responding to interventions, teams may consider decreasing the intensity. In cases where students are not responding or making adequate progress, the team may consider increasing the intensity.
There are five main approaches to changing the intensity of an intervention.
The first is to change the intervention  itself. In cases where the current intervention is believed to be ineffective for a student, the team may consider selecting a different intervention. However, this may not always be necessary. If student data indicate a student is making some progress but not necessarily adequate progress, the team may decide to change the intensity of support by manipulating one or more factors of the intervention.
Another way to address intensity is to increase or decrease the duration of the intervention, or how long a student is receiving the intervention each time.
The intensity may also be changed by increasing or decreasing the number of times a student participates in the intervention (or the frequency of the intervention). For example, the delivery of the intervention may increase from three to five times per week or increase the number of times per day.
In some cases, the intensity may be modified by changing the interventionist. For example, some schools use paraeducators to deliver supplemental interventions. The intensity of the intervention may be changed by using a content specialist, such as a reading coach, to deliver the intervention.
Another way to modify the intensity is to increase or decrease the number of students participating in the intervention. For example, the team may consider reducing the group size from five to two to provide students with more direct instruction and opportunities to respond.

17. Potential Resources Best Evidence Encyclopedia
Secondary level: mathematics, reading, science
Collaboration for Social and Emotional Learning (CASEL)
2015 Middle and High School Effective SEL programs
Attendance Works

18. Potential Resources- continued
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