Tier 3 Tiered Intervention Model

Response to Intervention (RtI) came about initially in answer to the over-identification of struggling students as special education students. It was developed starting in the late 1970s by numerous researchers seeking a method of identifying learning disabilities that avoids the problems of the discrepancy model. Many educators were concerned that too many students were being identified as having a learning disability, not because they actually had one, “but because they had not been successful in a general education program” (Prasse, 2010). Many were also concerned that students with a true learning disability were not receiving the help they needed quickly enough. Before RtI, the accepted

We are going to start with the tiers of intervention. There are 3 referral level, Tier 1, Tier 2, and Tier 3. Tier 1 is usually a verbal warning which could be something about having a cell phone out, PDA, or doing something that simply shouldn’t happen again. Tier 2 is a teacher or staff involved in writing up a referral, but, unless it is very serious it will not be sent to Ms. Ross (the 9th grade assistant principle) to be dealt with. That leads us to Tier 3. This tier of intervention is extremely serious and will likely involve the police. It can usually be physical fights, drug use, and bullying. There are school disciplines for harassment on social media. We plead you tell an adult or friend, (if they message you) tell them “don’t ever

Interventions are tools teachers use when students are not responding to Tier 1 interventions. The first intervention is providing small group instruction for students who are not understanding concepts taught during whole group instruction. Another Tier 2 intervention is called proximity which is a surface management techniques. According to Brown and Sayeski (2011) surface management techniques “can be extremely effective for dealing with minor behavioral infractions that arise in day-to-day classroom activities” (p. 12). When teachers use proximity, students usually respond by changing their behavior. Sometimes a reinforcement system is necessary when students are not responding to tier 1 interventions. I prefer using a point system on the whiteboard for groups or a money system

It is my opinion that Response to Intervention is an excellent model for school districts to adopt and implement. This article was very detailed and informative. The descriptions of RTI and the three tiers were explicit. The authors left no room for confusion. I was asked this past school year to do RTI tutoring at Brookland Jr. High. I didn’t really understand what it was because I had never heard of this model before. After reading this article, I realized that I was serving as the tier-II interventionist. I worked with students one on one outside of the classroom for 30 minutes one day a week. I wish now that I had read this article before I began so I would have known better what my role was in the student’s

Response to Intervention, commonly known as RtI, is "a multi-tier approach to the early identification and support of students with learning and behavior needs" (Learn About RtI, para. 1, n.d.). New York State requires many things for the RtI program. These requirements include: appropriate instruction, instruction matched to the students’ needs, repeated assessments of the student's achievement, implementation of student information to make educational decisions, students must be screened, and parents must be notified (What is RtI, 2017).

Education is an ever changing system that allows teachers and families to come together to create opportunities for students throughout the country. Response to Intervention (RTI) is a model that exhibits the adaptability our education system has. RTI has a tremendous amount of positives that bring professionals, students, and guardians together to create an opportunity for those in the program to have a chance at being successful. Throughout the research we will look at the history and benefits of what RTI brings to our educational system.

The implementation of RTI (Response to intervention) was examined by Lynn S. Fuchs and was introduced in three different sections. Each tier was introduced and evaluated by the researcher. For a school to implement RTI for prevention and assessing a student, school must take measures in taking progress assessments. The article noted that schools struggle with the process of targeting students that are designed to receive the support required. The schools are supposed to employ a 1-time RTI, universal screening of all students, whereby all the students receive assessments at the begging of the school year. In progress assessments the students that indicate a score below the 25th percentile on the woodcock mastery tests, would receive preventative interventions immediately at tier one.

Our intervention goals ensures individual students are receiving reading instruction at their instructional level. Tier 1 (core instruction) is designed to provide core curriculum to all students who fell at or above the 25th percentile (universal screenings) 120 minutes a day, to allow

I learned that the Three Tier System, which is also utilized at North Bay Elementary, is not only for students who are struggling to perform well with the general classroom instruction but rather, it includes all students. The first tier of the Three Tier System pertains to all students, and should account for about eighty percent of the students in the general classroom. The second and third tiers however, require varying degrees of additional TST intervention to help the students succeed. I learned that successful interventions should be targeted assistance that is based on the individual student’s progress monitoring, that it can be delivered by any member of the child’s Teacher Support Team, that it provides instruction in addition to the general classroom instruction, it should be delivered to individuals or very small groups who need intervention in the same area, and it can utilize technology. I have been informed that due to the confidentiality of this student information and the fact that an intervention specialist is assigned to my mentor teacher’s classroom, I do not have access to this information. I asked the intervention specialist for advice about what type of differentiation she thought would be most beneficial to the students, when planning my lessons, but was told that she could not tell

Federal mandates allows the use of “response to intervention (RTI)” (Bender, 2008, p. 150) documentation as a way to monitor a student’s difficulty with learning in the classroom setting. Therefore, assessments administered to students in the classroom are part of the RTI process. Every student learns differently, and understanding how a student learns can help a teacher differentiate between students who require specific methods of instruction that will enable them to learn, and students who struggle because of a possible disability (Bender, 2008). Discovering how a student responds to interventions attempted in the classroom can provide documentation of successful strategies, and offers valuable information that can help reduce the

All students should receive quality tier I instruction. During tier I instruction, all students are taught through the core program using on grade level standards. If students are not responding to tier I instruction or begin to struggle at any point, this student should be placed on tier II. Tier II is small group instruction, where teachers work with three to five students on the same skills using a research-based intervention. Goals are to be set for each student so that when progress monitoring occurs, teachers can accurately measure how the interventions are working with the children. The progress monitoring must be done twice a month and it the tools must be measurable. Also, tier II instruction can occur on a one-on-one basis if a student does not respond to small group tier II instruction. Students may have specific learning needs that have to be address independent from other students. After progress monitoring and evaluating the intervention program, teachers can make the decision to either return students to tier I, continue tier II with the same interventions, continue tier II with different interventions, or refer the child for tier III interventions. Tier III is when the students will usually be pulled by an interventionist at the school for one-on-one intensive interventions each day. Students in this tier can graduate and move back to tier II and

The RTI models share the same objectives in math. For example, Tier 1 instruction, with an emphasis on primary prevention, requires teachers to provide evidence-based instruction to all students. Tier 2 focuses on supplemental instruction that provides differentiated instruction to meet the learning needs of students. Tier 3 emphasizes individualized intensive instruction. The ultimate goal of the RTI model is to reduce the number of students in successive tiers and the number of students receiving intensive instruction. The groundwork for the success of this model is the effectiveness of the instruction provided in Tier

Theory and research have found an impact on education embedding the acts of Response-to-Intervention (RTI). Research has indicated the RTI model substantially enhance students' educational outcome (VanDerHeyden, A., & Jimerson, S., 2005). The study from the RTI school-based practices and evidence-based models, completed by Mellard, D. F., Stern, A., Woods, K. (2001), defines RTI as a “framework for providing high quality instruction and interventions that are matched to students' needs, as well as a means of integrating important

Response to Intervention (RTI) is a system-wide approach in general education to prevent and/or resolve lack of student success. RTI provides the framework and means to meet the needs of all learners, especially struggling learners, by using data-based decisions to identify the students, link interventions and instruction to their needs, monitor their progress, and make adjustments as needed based on an ongoing review of the data. Schools are restructuring to include the formation of data teams at the school and/or grade level. The team is responsible for analyzing achievement and behavior data, setting norms to determine expected growth for students, determining

How can we make education better for kids that are struggling in school? This is a question that plagues teachers every year as they see a continuous intake of students that are unable to meet the educational standards set by the state. Students that fail to meet these requirements end up falling behind their peers. This creates a negative effect on the students’ self-esteem and ultimately influences their entire academic career. School administrations have acknowledged this problem and have implemented a system to identify these students, called Response to Interventions (RTI). This is a three tier system that breaks down the students results of test scores from core subjects. It then categorizes students by identifying learning and behavioral needs. Students are then placed into one of the following three tiers: