A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk


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A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

  • A comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk.

  • An alternative to the discrepancy model for the identification of students with learning disabilities.



Universal Screening of academics and behavior





An Integrated Approach (General, Remedial and Special Education)

  • An Integrated Approach (General, Remedial and Special Education)

    • Based upon a functional perspective
    • Implementation
      • Scientifically research-based practices
      • Problem Solving Model
        • A “Best Practice” approach
        • Considers all system variables (child, teacher, environment)
        • Results in objective and measurable interventions (evidence-based… “n of 1”)


Tier I

  • Tier I

    • Universal School-Wide Supports
  • Tier II

    • Selected and Targeted Interventions
  • Tier III



Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence

  • Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence

  • Benchmark also describes those school-wide interventions that are available to all students



Universal Screening

  • Universal Screening

  • Data Analysis teaming

  • School-wide Behavior Supports

  • Whole Group Teaching



High quality instructional and behavioral supports are provided for all students in general education

  • High quality instructional and behavioral supports are provided for all students in general education

  • School personnel conduct universal screening of literacy skills, academics, and behavior



Engaged Time

  • Engaged Time

  • High Success Rates

  • Opportunity to Learn Content

  • Direct and Supervised Teaching

  • Scaffolded Instruction



Examples: Strategic/Interventions

  • Examples: Strategic/Interventions

    • Core Instructional Program Available to all students in general education curriculum
    • Differentiated instruction within the core curriculum
    • School-wide Effective Behavior Supports (SWEBS)


Rigby Literacy (Harcourt Rigby Education, 2000)

  • Rigby Literacy (Harcourt Rigby Education, 2000)

  • Trophies (Harcourt School Publishers, 2003)

  • The Nation’s Choice (Houghton Mifflin, 2003)

  • Macmillan/McGraw-Hill Reading 2003

  • Open Court (SRA/McGraw-Hill, 2002)

  • Reading Mastery Plus (SRA/McGraw-Hill, 2002)

  • Scott Foresman Reading, 2004

  • Success for All 1998-2003

  • Wright Group Literacy 2002

  • Reviewed by: Oregon Reading First, Comprehensive: Addressed all 5 areas and included at least grades K-3.



Florida Center for Reading Research: www.fcrr.org

  • Florida Center for Reading Research: www.fcrr.org

  • Oregon Reading First Center: http://reading.uoregon.edu

  • Texas Center for Reading and Language Arts: www.texasreading.org



Continue effective practices for responders

  • Continue effective practices for responders

  • Non-responders begin tier 2 interventions



Definition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.

  • Definition: Academic and behavioral strategies, methodologies and practices designed for students not making expected progress in the general education curriculum and/or have mild to moderate difficulties demonstrating social competence. These students are at risk for academic failure.



Use of standard protocol interventions

  • Use of standard protocol interventions

  • Scientifically research-based interventions

    • Academically – reading & math
    • Behavior
  • Core instruction with supplemental materials

  • Differentiated instruction in general ed.

  • Specialists assist with strategic instruction in regular classroom



Is scientifically researched-based.

  • Is scientifically researched-based.

  • Has a high probability of producing change for large numbers of students.

  • Is designed to used in a standard manner across students.

  • Is usually delivered in small groups.

  • Is often scripted or very structured.

  • Can be orchestrated by a problem-solving team.



Increased opportunity to learn

  • Increased opportunity to learn

  • Increased instructional time

  • Increased assessment

    • Data collection and analysis once per month
    • Data-based decision-making


Early (soar to) Success (Houghton Mifflin)

  • Early (soar to) Success (Houghton Mifflin)

  • Read Well (Sopris West)

  • Reading Mastery (SRA)

  • Early Reading Intervention (Scott Foresman)

  • Great Leaps (Diamuid, Inc)

  • REWARDS (Sopris West)

  • Ladders to Literacy (Brookes) Read Naturally

  • Peer Assisted Learning Strategies (PALS)



Cycle responders back to tier 1

  • Cycle responders back to tier 1

  • Identify non-responders for tier 3









Definition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.

  • Definition: Academic and behavioral strategies, methodologies and practices designed for students significantly lagging behind established grade-level benchmarks in the general education curriculum or who demonstrate significant difficulties with behavioral and social competence.



Use of Standard Protocols

  • Use of Standard Protocols

  • Supplemental Instructional Materials

  • Small Intensive Groups

  • Can be outside the general ed. classroom

  • Tutoring by remedial educators

  • 10-20 week interventions



Increased direct instruction time

  • Increased direct instruction time

  • More time on task

  • More immediate and corrective feedback

  • More opportunity to respond

  • Functional Behavior Analysis (FBA) or Behavior Intervention Plan (BIP)

  • Frequent Progress Monitoring (once per week)

  • Core Curriculum and Intensive Interventions



Corrective Reading (SRA)

  • Corrective Reading (SRA)

  • Language (Sopris West)

  • Wilson Reading System – Reading Mastery

  • Earobics (phonics/Phonemic awareness; Cognitive Concepts

  • Great Leaps/ Read Naturally (Fluency)

  • REWARDS (Fluency, Comprehension and Vocab in Plus Program

  • Soar to Success (Comprehension)



Cycle responders back to tier 2

  • Cycle responders back to tier 2

  • Refer non-responders for evaluation for eligibility for special education





Increased Expectations for ALL Students

  • Increased Expectations for ALL Students

  • Shared ownership of ALL students

  • Focus on instruction

  • Focus on the matching of instructional approach/method to student need

  • Reduced special education referrals

  • Reduced disciplinary referrals




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