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"A multi-tiered system can be applied as a unifying framework to nearly any approach in education (McIntosh and Goodman 2016). The system incorporates three hierarchical levels, or tiers, that represent levels of prevention or support. They are Tier I: Universal Instruction; Tier 2: Targeted Intervention; and Tier 3: Intensive Intervention. The tiers describe intensity of instruction -- not specific programs, students, or staff." (Teaching Reading Sourcebook, 3rd ed., p. 745)
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Click Here for a Glossary of Terms
Click Here for a Glossary of Terms
Fidelity of Implementation
when teachers use a program in exactly the same way that it was designed to be used and delivered (IRIS Center 2014 a,b)
MTSS
Multi-Tiered Systems of Support
RtI
Response to Intervention
PBIS
Positive Behavioral Interventions and Supports
SEL
Social and Emotional Learning
UDL
Universal Design for Learning
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Click Here for Online Resources(Everything shown is directly linked to the actual site.)
The 3 Tiers At-a-Glance:
Tier I - Universal Instruction (core)
Tier II - Targeted Intervention (group)
Tier III - Intensive Intervention
3 Tiers Approach:
3 Tiers Approach:
(Each tier intensifies in its approach)
Tier 1: core instruction is adequate to meet the need of most students
Universal Instruction
differentiated, evidence-based core instruction that ALL students receive
Tier 2: some students need additional support beyond the core instruction
Targeted Intervention
small-group interventions in addition to the Tier 1 instruction
Tier 3: a few of the students receiving additional support require more individualized support
Intensive Intervention
individualized intervention support
What's Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier I
by: Terri Metcalf
"An additional tool for Tier 1 analysis is to inventory practices by surveying teachers on the following questions and having them provide a scope and sequence of their day-to-day instruction in a subject area.
What instructional routines are used? Are the routines consistent from classroom to classroom, general education to special education?
Is there evidence of scaffolding and explicit instruction, especially when students are learning something new?
Is there evidence of distributed practice of critical skills?
Is cumulative review built in on a systematic basis?
How much time is allocated? How is that time used (for example, whole group instruction, small group instruction, or independent practice)?
Does the pace of the instruction match student needs?
Do students have multiple opportunities for response and feedback? Are students actively engaged (that is, are they saying, writing, and doing)?
A careful analysis of time, materials, and delivery of core instruction is an essential piece of knowing which components of the Tier 1 system are working well and which items need to be improved."
(RTI Action Network; What’s Your Plan? Accurate Decision Making within a Multi-Tier System of Supports: Critical Areas in Tier 1, by Terri Metcalf, M.Ed., J.D., Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi))
How to Develop an Effective Tier 2 System
by: Evelyn Johnson, Ed.D
The goal of Tier 2 is to remediate academic skill deficits with the idea that in doing so, students will be successful in the Tier 1 program without support.
Teams should specify decision rules for determining;
a) when a student enters Tier 2 intervention
b) when a student is making adequate progress
c) when instructional changes need to be considered
d) when students should be either exited from Tier 2, continue in Tier 2, or considered for referral for more intensive intervention
(RTI Action Network; How to Develop an Effective Tier 2 System, by Evelyn Johnson, Ed.D., Associate Professor, Special Education, Executive Director, Lee Pesky Learning Center, Boise State University)
An effective Tier 2 system requires numerous steps for implementation, including;
1) articulating the overall purpose of implementation,
2) enumerating the components of the system, and then
3) specifying the key areas (i.e., personnel, data, procedures, resources, and communication) for implementation.
Procedures for implementing an effective Tier 2 System;
1) Procedures for interpreting data
2) Procedures regarding the frequency, duration, and intensity of the instructional program in Tier 2
3) Systems for routine communication need to be designed and implemented.
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