Although most students respond to Tier 1 or Tier 2 instruction, a small percentage (i.e., 5%) will not and may require Tier 3 intervention (i.e., special education services). In a three-tiered model, a special education teacher provides the intervention, which is guided by data, individualized, and recursive.
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recursive
In this context, recursive refers to a “test-teach-test-teach” process through which an instructor uses student performance data to fine-tune his or her instruction. This instruction often changes in order to determine the most effective way of accelerating student performance.
Listen as Lynn Fuchs elaborates on the need among some students for the more intensive, individualized intervention available in Tier 3 (time: 0:50).
Lynn Fuchs, PhD Nicholas Hobbs Endowed Chair in Special Education and Human Development Vanderbilt University, Nashville, TN
View Transcript
Transcript: Lynn Fuchs, PhD
I think that when the Tier 2 program is a validated protocol, it is a standard form of instruction that we know most children can be expected to respond to. And when a child doesn’t respond to that, what that tells us is that the child needs an individualized program, a non-standard form of instruction that’s tailored to that child. And that seems to me to be by definition a special education. If you have a really good standard protocol for Tier 2, we know that some small proportion of kids will not respond to that. They need an individualized program, and that’s what special education teachers need to be doing.
Tier 3 instruction differs from that provided in Tiers 1 or 2 in these ways:
Increased intensity –– more instructional time, smaller group size
Increased explicitness –– more focus on teaching specific skills
Another way to increase the intensity of Tier 3 intervention is to group students according to their instructional needs. For example, three students who have difficulty with reading comprehension could receive instruction together in a small group.
Additional characteristics of Tier 3 intervention, some of which are shared by Tiers 1 and 2, include:
High-quality instruction
Use research-validated practices
Cover the five core reading components
Continue to provide 90 minutes of Tier 1 instruction daily in addition to 40–60 minutes of Tier 3 intervention (up to five days per week)
Five Core Reading Components
Phonemic awareness: the ability to listen to, identify, and manipulate phonemes—the smallest units of sounds that are combined to create words.
Phonics and word study: phonics instruction teaches students about the relationship between sounds and written letters (known as the alphabetic principle) so that they learn how to decode and read words.
In word study instruction, students learn to use complex elements of reading to decode more advanced words (e.g., students learn how to decode words based on associated word meanings and by learning how to identify word parts, such as affixes and root words). The combination of phonics and word study helps students to improve their word recognition, reading, and spelling.
Reading comprehension: the ability to understand written text.
Vocabulary: the knowledge of words and what they mean.
Reading fluency: the ability to read text with accuracy, speed, and intonation.
Frequent progress monitoring
Collect progress monitoring data at least once per week
Data-based decision making
Use progress monitoring data to guide instruction
Low student-teacher ratio
Teach in small groups containing no more than three students
For Your Information
Providing multiple rounds of intervention in Tier 2 is not the same as increasing the intensity of intervention. It is a way of providing the intervention for a longer period of time (i.e., increased duration). Students who respond well to intervention, but who need more time to meet grade-level expectations, may benefit from another round of intervention.
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Rounds of intervention
A round of intervention is a set period during which an intervention is implemented. For example, one round of Tier 2 intervention may last 12 weeks.
In their search for information, Katy Stromwell and others from her district’s team visit Rosa Parks Elementary, a school in a neighboring district that has enjoyed success with the RTI approach. Rosa Parks has adopted a three-tiered RTI model. The team observes Rosa Parks’s implementation of Tier 3, which is special education. At Rosa Parks Elementary, a student who does not respond adequately to Tier 2 intervention is referred for a special education evaluation. If the IEP team determines, based on the evaluation results, that the student meets the criteria for a learning disability, he or she will receive special education services as the Tier 3 intervention. These intervention services are delivered by the special education teacher. Now that Katy Stromwell and the team have learned the basic procedures related to Tier 3, they find that they want even more specific information about:
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IEP team
A multidisciplinary group of education and related services professionals, students with disabilities, and parents, the IEP team develops and evaluates the individualized education program for each student with a disability.
How students are identified for Tier 3 intervention
They need an individualized program, and that's what special education
education
Education is the transmission of knowledge, skills, and character traits and manifests in various forms. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum.
teachers need to be doing. Tier 3 instruction differs from that provided in Tiers 1 or 2 in these ways: Increased intensity –– more instructional time, smaller group size. Increased explicitness –– more focus on teaching specific skills.
Tier 3 interventions are distinguished from Tier 2 interventions because they are individualized based on data collected in individual problem solving, occur with smaller student-teacher ratios (e.g., ideally 1-on-1, however, groups of 3 to 5 students or a larger group broken into a few groups of 3-5 students, is ...
Additionally, tier 3 instruction should involve in-depth modeling from the teacher as well as practice with targeted, specific feedback. Tier 3 instruction often focuses on phonemic awareness and decoding, especially for younger students or those with very limited reading proficiency.
These foundational supports are followed by prevention-oriented supports for attendance (Tier1), more personalized outreach or early intervention (Tier 2), and intensive intervention (Tier 3). Foundational strategies are practices for the whole school that promote positive conditions for learning.
Tier 3 is the highest IT support level available within the organization. To be able to provide support at this level, tier 3 support analysts need to know the company products and services in their remit inside and out and have the highest level of permissions and technical resources.
In some models, Tier 3 is defined as special education. This level of intensity is typically for children who have not been responsive to the Tier 2 level of instruction and, therefore, are considered in need of more individualized instructional delivery consistent with individualized education programs (IEPs).
Tier 3. Instruction should be intensified by focusing on fewer high priority reading skills during lessons and scheduling multiple and extended instructional sessions. One-on-one or small group instruction also provides intensity as students have more opportunities to practice and respond.
Time – Depending on the age of the student, instruction should be provided daily, ranging from 40 to 60 minutes, which must be taken from the daily schedule. Two options to consider are: Providing Tier 3 intervention twice a day (e.g., 20 minutes in the morning and 20 minutes in the afternoon)
Tier 3 words are highly specific for each content area, and are housed within a particular subject. Examples of Tier 3 words include: parabola, hypotenuse, simile, monarchy, osmosis, etc.
Three-tier architecture is a well-established software application architecture that organizes applications into three logical and physical computing tiers: the presentation tier, or user interface; the application tier, where data is processed; and the data tier, where application data is stored and managed.
Tier 3 can mean small group work, or it can mean individual lessons. Most kids who get this support still spend a lot of their day in a general education classroom. Yet they may spend bigger parts of the day in a resource room. Because kids in Tier 3 are the most at-risk students, schools keep a close eye on them.
Tier 3 is individualized and intensive intervention designed to help students with severe and persistent academic, social, emotional, and/or behavioral needs, including students with disabilities. It is a data-driven process characterized by increased intensity and individualization of supports.
“Evidence-based” at Tier 3 means that the interventionist is following the data-based individualization (DBI) process with fidelity, making iterative adaptations as needed to an intervention platform, using his or her clinical judgment and expertise based on analysis of student data.
Tier 3 interventions are extremely individualized interventions that cater to the specific needs of individual students. Intervention is not one size fits all. Tier 3 intervention is specifically tailored to address academic, behavioral and social emotional challenges that prevent students from progressing.
In Tier 3, teachers monitor students' progress to determine how they are responding to intervention. With these data, teachers can determine the instructional needs of a student and the tier at which the student should receive this level of instruction. Tier placement options include: Continuing Tier 3 intervention.
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Tier 3 instruction differs from that provided in Tiers 1 or 2 in these ways:
In their search for information, Katy Stromwell and others from her district’s team visit Rosa Parks Elementary, a school in a neighboring district that has enjoyed success with the RTI approach. Rosa Parks has adopted a three-tiered RTI model. The team observes Rosa Parks’s implementation of Tier 3, which is special education. At Rosa Parks Elementary, a student who does not respond adequately to Tier 2 intervention is referred for a special education evaluation. If the IEP team determines, based on the evaluation results, that the student meets the criteria for a learning disability, he or she will receive special education services as the Tier 3 intervention. These intervention services are delivered by the special education teacher. Now that Katy Stromwell and the team have learned the basic procedures related to Tier 3, they find that they want even more specific information about: