Tiered Instruction is an Essential Component in a Response to Intervention Model
Posted by Beth DuBose on Jan 28, 2010
It seems that when we think of RTI we focus the discussion on universal screening and progress monitoring. Though these are very important, the core of RTI is the instruction that is provided to the student. Universal screening is important because it helps us determine where our students are struggling so we know what instruction to provide. Progress monitoring is important because it shows us if the instruction that is provided is helping the student meet their goals. Without appropriate and effective instruction, students will not progress.
In his article, Tiered Instruction and Intervention in a Response-to-Intervention Model, Edward Shapiro discusses the most common Three Tier RTI model and how to determine where a student falls within those tiers. Tier 1 is the typically core instruction that all students receive. Tier 2 contains students that are struggling being pulled into small groups, usually ranging from 5-8 students per group. Tier 3 are those students that are significantly struggling, and are worked with in even smaller groups of 3-5 students, or even one-on-one. Determining if a student should fall into Tier 2 or 3 can be difficult. This is one of the core discussions in Shapiro’s article. He claims that based on the model that is used in the school or district will determine if a student falls into Tier 2 or 3. The models can be based on the intensity of the instruction, the frequency of the delivery of instruction, or a combination of the two.
Shapiro also discusses where Special Education fits into the Response to Intervention model. Some models use Tier 3 as Special Education, others use three tiers of instruction and see Special Education as Tier 4.
Collaboration is stressed as a key component in a successful RTI model. Staff and parents must work together to determine appropriate interventions and provide adequate instruction for the success of the student.
To read the entire article, visit the RTI Action Network
I agree that the instruction should be more of a focus than monitoring progress. But monitoring the instruction is important because then the instruction can be better matched to meeting the intervention the students need.