Embedded Files
Three-Tier Model
The heart of any support model lies in the use of tiered processes. Although the assessment components of RtI/PBIS (universal screening and progress monitoring) are essential elements of implementation, it is the instruction that occurs as a function of the outcomes of the assessments that truly drives the changes we hope to see in students who are identified as being at some level of risk for not meeting expectations. A tiered support system represents a model in which what is being delivered to students (academically or behaviorally) varies on several dimensions that are related to the nature and severity of the student's difficulties.
Tier One (Academic)
The teacher implements effective teaching practices and research-based differentiated instructional strategies during focused core instruction, monitors student progress and allows sufficient time to assess the effectiveness of appropriate student learning. When teachers use high quality, core class instruction aligned with Texas Essential Knowledge and Skills (TEKS) and adequately differentiates instruction to meet the needs of a varied population, 80-95% of the students should respond and achieve established grade-level expectations.
Teachers instructing English Learners (EL) will also incorporate English Language Proficiency Standards (ELPS).
Universal screeners/assessments will occur 3 times per year (more frequently if needed) to identify students in need of interventions above and beyond Tier 1.
Tier One (Behavior)
All students receive Tier 1 interventions, which are often preventative in nature and aimed at creating a positive and reinforcing learning environment. These interventions can include but are not limited to:
Establishment of a few simple, universal, positive school expectations for behavior (e.g., “Be safe, be respectful, be responsible”). These expectations are explicitly taught to all students and are clearly posted in all classrooms, and should be understood by students.
Examples of the behaviors that meet these behavioral expectations are explicitly taught for various school environments (e.g., in the classroom, cafeteria, playground, etc.).
Establishment of a positive school climate, wherein students respect and trust the adults in the school
School-wide collection and analysis of data about behavior, which is used to modify school procedures or make other changes. For example, if a large percentage of office referrals are found to be from the cafeteria, increasing adult supervision there may reduce future referrals.
Tier Two (Academic)
For students who do not make adequate progress in Tier 1 or students who are identified as Tier 2 through a universal screener/assessment, more targeted services and interventions are provided in Tier 2.
Targeted interventions usually occur in small group settings and are provided in addition to instruction in the general education curriculum.
Tier 2 addresses the needs of approximately 10-15% of the students. This level includes evidence-based programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1 instruction.
Tier Two (Behavior)
Even with Tier 1 interventions in place, some students will show signs of difficulty in complying with the behavioral expectations. Signs may include behavior management problems in class, tardiness, office referrals, absences, etc. These students who are at risk of developing more serious behavior problems are then identified to receive Tier 2 interventions and supports.
These interventions can include but are not limited to:
Additional instruction about and examples of appropriate behavior; social skills instruction targeted to their behavior needs.
Regular behavior monitoring and extra reinforcement for appropriate behavior. For example, having the student check-in/checkout with a teacher or administrator to more closely monitor progress and provide feedback and opportunity for reinforcement.
Small group intervention with a counselor for a specific problem (e.g., drug abuse, social skills training).
Assignment of an adult mentor
Extra academic tutoring and homework assistance, if those are an issue
Special efforts to “catch these students behaving well”
Tier Three (Academic)
For students who do not make adequate progress in Tier 1 and Tier 2, or students who are identified as Tier 3 through a universal screener/assessment, more individualized, intensive interventions are provided in Tier 3. Tier 3 addresses the needs of approximately 1-5% of the students. These
individualized, intensive interventions are provided in small groups or individually in addition to instruction in the general education core curriculum. In Tier 3, the teacher modifies components of the intervention program or plan and continues to employ frequent progress monitoring to evaluate which components enhance the rate of student learning. By continually monitoring and modifying each student’s program as needed, the teacher is able to design an effective, individualized instructional program or plan.
Tier Three (Behavior)
When students continue to have behavioral difficulties in spite of Tier 2 interventions, they may be in need of even more intensive interventions that are specifically focused on their needs.
Some examples of Tier 3 interventions include:
Individual behavior plan with consistent data collection
Individual counseling for a specific problem (e.g., bullying)
Consultation provided by School Psychologist (with documented interventions)
Report abuse