Introduction
It is important to note that all of my comments in this presentation are preliminary and are undergoing revision as new data and information are available. Also, for this presentation, I have not tried to credit or integrate the findings of other researchers whose work has served as a foundation for mine and influenced considerably the work I am describing today. Lastly, when considering response to intervention for this presentation, I have focused solely on the critical academic area of reading. Clearly, issues related to other academic domains (e.g., math) need to be considered.
What Is a Tier of Intervention?
Typically Tiers of Intervention refer to a 3-Tier model in which instruction is layered over time in response to students increasing needs. The 3-Tier Reading Model is designed to meet the instructional needs of all young readers, including those who are slow starters and those who continue to struggle in the early elementary grades. The 3-Tier Reading Model is a prevention model that is aimed at catching students early - before they fall significantly behind - and providing the supports they need throughout the first four years of schooling. For students whose response to the first and second tiers of intervention is not adequate, the third tier provides ongoing intervention tailored to meet their specific instructional needs.
What Is Tier One Instruction?
Tier One is designed to provide for the majority of students instructional needs and is comprised of three elements:
- a research based core reading program,
- benchmark testing of students to determine instructional needs at least three times per year, and
- ongoing professional development.
A brief summary of the key aspects of Tier One follows:
| Focus | For all students in K through 3 |
| Program | Scientific-based reading instruction and curriculum emphasizing the five critical elements of beginning reading |
| Grouping | Flexible grouping; all grouping formats used |
| Time | 90 minutes per day or more |
| Assessment | Benchmark assessment at beginning, middle, and end of the academic year |
| Interventionist | General education teacher |
| Setting | General education classroom. |
What Is Tier Two Intervention?
Tier Two intervention is for those students for whom Tier One instruction is insufficient. Tier Two is for students who are falling behind on benchmarks skills and require additional intervention to achieve grade-level expectations. Tier Two is small-group supplemental instruction in addition to the time allotted for core reading instruction. Tier Two includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier One. A brief summary of the key aspects of Tier Two follows:
| Focus | For students identified with marked reading difficulties, and whose response to Tier One efforts places them at risk for reading problems |
| Program | Specialized, scientifically based reading program(s) emphasizing the critical elements of beginning reading |
| Grouping | Homogeneous small group instruction (1:3, 1:4, or 1:5) |
| Time | Minimum of 30 minutes per day in small group in addition to 90 minutes of core reading instruction |
| Assessment | Progress monitoring twice a month on target skill to ensure adequate progress and learning Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) |
| Setting | Appropriate setting designated by the school may be conducted within the classroom or outside of the classroom. |
When should Tier Two instruction start? Tier Two instruction starts as soon as possible after students have been identified as falling behind grade expectations through benchmark testing.
How long is a round of Tier Two instruction? How long students should remain in Tier Two intervention before either moving to Tier Three Intervention (with or without placement in Special Education) is a question that we have conducted initial research on addressing. In our research, one round of Tier Two instruction lasts 10 to 12 weeks or until the students have had approximately 50 sessions of supplemental intervention. After the first 10- to 12-week round of Tier Two instruction, a decision should be made about the student's instructional needs. The options considered include:
- exiting Tier Two instruction,
- another round of Tier Two instruction,
- entrance to Tier Three instruction for intensive intervention, and/or
- referral for special services (dyslexia, 504, etc.).
What should Tier Two instruction look like? Tier Two instruction requires:
- systematic and explicit instruction with modeling, multiple examples, and feedback to students,
- pacing to match each student's skill level,
- providing students with multiple opportunities to participate and respond, and
- providing students with corrective feedback.
Tier Two interventionists coordinate with the general education classroom teacher so that Tier Two instruction can be used to pre-teach and review skills.
What Is Tier Three Intervention?
Tier Three intervention is intensive, strategic, supplemental and often considerably longer in duration than the 10 to 20 weeks of supplemental instruction provided in Tier Two. Tier Three is specifically designed and customized small-group reading instruction that is extended beyond the time allocated for Tiers One and Two. The key aspects of Tier Three instruction include:
| Focus | For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier one and Tier Two efforts |
| Program | Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities |
| Grouping | Homogeneous small group instruction (1:3) |
| Time | Minimum of two 30-minute sessions per day in small group in addition to 90 minutes of core reading instruction. Assuming core reading instruction is still appropriate. |
| Assessment | Progress monitoring twice a month on target skill to ensure adequate progress and learning |
| Interventionist | Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) |
| Setting | Appropriate setting designated by the school. |
How are students selected for Tier Three instruction? There are several ways students are selected for Tier Three instruction;
- if a student has participated in two rounds of Tier Two instruction and has not made sufficient progress even after adjustments to instruction (20 weeks or about 100 supplemental instructional sessions),
- if after receiving only one round of Tier Two instruction because the student shows a marked lack of progress and further Tier Two instruction is deemed insufficient to put him/her back on track, and
- a student who has received previous Tier Three instruction and has exited may re-enter Tier Three as needed.
When do students exit Tier Three? As a general guideline, a student is ready to exit the intervention when he or she has reached benchmark on the targeted skills.
Can students re-enter Tier Three intervention? If an exited student again fails to meet benchmarks, he or she may re-enter Tier Three intervention and exit as needed.
How do Tier Two and Tier Three instruction differ? Tier Two differs from Tier Three in several ways. In order to meet the needs of students whose core instruction and supplemental instruction has not provided sufficient support for them to be reading on level, at a minimum, Tier Three provides:
- increased time for instruction,
- even smaller group size for intervention,
- ongoing adjustment of instruction, and
- the duration of instruction may be increased to months or even years.
What Research Have We Conducted to Inform the Number of Tiers Needed to Achieve Acceptable Prevention Outcomes?
We are in the beginning stages of a longitudinal research project that is designed to provide evidence pertinent to this question. We are following three cohorts of students from kindergarten through 3rd grade (2nd grade for one of the cohorts) to better understand the extent to which a Three-Tiered system like the one described above is associated with reduced numbers of students:
- at risk for reading problems,
- referred for special education, and
- not meeting grade level benchmarks in reading.
All of the students in this study represent the entire sample of students from a single school district (6 elementary schools) in close proximity to a large urban area. I will briefly summarize two data sets and their findings.
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