Distinguishing Between Tier 2 and Tier 3 Instruction in Order to Support Implementation of RTI

Published In

RTI Action Network Monthly Newsletter

Document Type

Article

Publication Date

5-15-2014

Subjects

Response to intervention (Learning disabled children) -- United States, Inclusive education -- United States, School improvement programs -- United States

Abstract

Within Response-to-Intervention models, schools create layers of instructional tiers to match levels of support to students’ needs. However, there are seemingly contradictory descriptions of Tier 2 and Tier 3 within the literature, and there is a reported need for further clarification on how to intensify instruction within RTI. To provide that clarity, the exact differences between Tier 2 and Tier 3 supplemental support are presented. The differences are described across (a) organizational factors, including time and group size, and (b) assessment factors, including the level of problem analysis and frequency of progress monitoring. Scheduling of instructional time and differences between elementary and secondary settings are also discussed. A list of instructional factors is also included.

Persistent Identifier

https://archives.pdx.edu/ds/psu/25582

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