Response To Intervention Tier Intervention


Published on

Discusses the Tier implementation in an elementary school and the problems of implementing RTI in a Middle and High School

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Response To Intervention Tier Intervention

  2. 2. RTI IMPLEMENTATION ELEMENTARY LEVEL TIER ONE 80% of student should successfully reach learning objectives with research based teaching strategies Guided reading, paired reading, scaffolded sustained silent reading are good examples of research- based strategies in an elementary levelScreen all students in the fall, conduct monitoring probes weekly.2 hours of reading instruction is needed (Burns & Gibbons, 2008, p. 97). Content Reading and Phonics should be included A school wide RTI time is successful and can be called enrichment.
  3. 3. TIER TWO Notify parents about Tier Two placement Small groups, 4 to 6 children, 30 minutes 3 to 5 times a week Teaching involves skill building and tutoringShould last 8 to 12 weeks, A heavy dose of Tier Two would be 25 weeks and 80 sessions. This is in addition to and never instead of general education
  4. 4. TIER THREEParents should be notified about Tier three placements. Five percent of the student population will not be successful in Tiers One and Two Fuchs, Fuchs, & Compton believe that tutoring is the essential component for at- risk learners (2012). An intervention plan is developed with the classroom teacher, school psychologist, special education teacher and speech and language therapist.
  5. 5. TIER THREE An IEP may be developed. Measureable goals should be established.Teachers should use data, analyze the problem, develop a plan, and then plan the implementation. Teachers should include assessments such as curriculum based measures weekly. Need for multiple interventions that include instruction in the deficit skill.
  6. 6. TIER THREE Tier Three needs instructional experts. The teacher should be trained in instructional assessment and behavior analysis. The teacher would adjust instruction child by child. Tier Three is like Tier Two. Tier Three requires moreintense approaches and should continue for 2 months. Use scaffolding , providing structure and support.
  7. 7. TIER THREEIf the child is successful they can enter a 10 week cycle in Tier Two. If the child continues to do well they can return to Tier One.The student may remain in special education. Some students may remain in Tier Three. Students may need to move into and out of special education.
  8. 8. RTI IN THE MIDDLE AND HIGH SCHOOLSThe middle schools and high schools do not have the same research evidence based practices that are found in elementary education.A year -long study of 6th grade Tier 2 intervention was compared to a similar group receiving school provided instruction. The Tier 2 students showedmodest gains in comprehension and fluency. The results did not indicate that this Tier 2 instruction was effective. The authors recommend special education as an alternative.(Vaughn 2010)
  9. 9. RTI IN THE MIDDLE SCHOOLS Increasing the comprehension skills of struggling readers is difficult in secondary RTI. Block scheduling and departmentalizing makes RTI difficult to implement on the secondary level. Vaughn (2010) concluded that RTI may not be sufficient to help middle school students withchronic reading problems achieve grade-level reading expectations ( as cited in King, Lemons, & Hill, 2012,p.9).
  10. 10. REFERENCES Brozo, W. (2009). Response to intervention or responsive instruction: Challenges adpossibilities of RTI for adolescent literacy. Journal of Adolescent and Adult Literacy, 53(4), 277-281. Retrieved October 6, 2012.Burns, M. K., & Gibbons, K. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. Fuchs, D., Fuchs, L., & Compton, D. (2012). Smart RTI: A next generation approach to multilevel prevention. Exceptional Children, 78(3), 263-279. Retrieved October 6, 2012.King, S. A., Lemons, C. J., & Hill, D. R. (2012). Response to intervention in secondary schools: Considerations for administrators. NASSP Bullletin, 96(1), 5-22. National Governors Association Center for Best Practices, Council of Chief StateSchool Officers. (2010). The Standards. Common Core State Standards Initiative. Retrieved October 5, 2012, from