Response to Intervention - Tiers without Tears - Página 2

Multiple Tiers: A step-by-step approach to problem solving

Imagine for a moment that every time you drive your car you hear a strange sound coming from under the hood. You're a responsible car owner and you check the tires, change the oil, and go for regular inspections. What steps might you take to identify and alleviate this problem? Surely you wouldn't ignore the problem, neither would you rush to a highly specialized mechanic and demand that extensive (and expensive) diagnostics be run on the engine. Most likely you would think about when the problem was first noticed, be very clear about when it happened and what effect it has on the car's functioning, ask friends and colleagues whether they had any thoughts or recommendations, and systematically try to discover the cause and ways to fix the problem. Along the way, you might call upon the expert mechanic to give you feedback and advice, and if all efforts fail, you might hand your keys over to this expert to take charge of the problem-solving process.

Now drive your imagination into the school building or classroom. Without too much difficulty, it's easy to see how a similar approach could be applied to the "tiers" of intervention we refer to in an RTI model.

Tier 1 Core instruction (80-100% of all students)

• Tries to prevent failure and optimize learning by offering the most effective instruction possible to the greatest number of students
• Takes place in a regular education setting and is, for the most part, whole class (scientifically based) instruction that produces good results for most students
• Involves all students

Tier 2 Supplemental instruction (15-20% of all students)

• Tries to address instructional challenges that could be contributing to individual students' learning difficulties
• Takes place in a regular or special education setting; features instruction to small groups of students; some students might need more support than others, but most students will respond quickly and make good progress
• Involves students who experienced difficulties with Tier 1 instruction

Tier 3 (5-15% of all students)

• Tries to accelerate learning for students who need more intensive help and who are lacking effective strategies for learning
• Addresses students' individual learning and behavioral needs through intensive and highly focused, intentional, research-based instruction targeting specific needs
• Takes place in a general education or special education setting, with small groups of students or with 1:1 attention
• Involves students who did not respond to Tier 2 intervention

Students who did not respond to Tier 3 intervention undergo more formal evaluation to determine eligibility for special education services. “How special education fits into a tiered instructional model?” is always a question that occurs within RTI models. Different models have placed special education in different ways within the process. In some models, Tier 3 is defined as special education. This level of intensity is typically for children who have not been responsive to the Tier 2 level of instruction and, therefore, are considered in need of more individualized instructional delivery consistent with individualized education programs (IEPs). Some RTI models contain three tiers of instructional intensity, as described above, prior to special education, where special education is viewed as 'Tier 4.' In other models, however, special education is not considered a separate tier. Instead, special education is viewed as a service delivery model that is integrated within the tier of instruction matched to the student's skill needs” (“Tiered Instruction and Intervention in a Response-to-Intervention Model”).