Blumberg Center for
Interdisciplinary Studies in Special Education
Project for responsive educational systems
Tiered Framework Foundations
General Description
A tiered educational framework, often used interchangeably with Response
to Intervention or Response to Instruction, is a systemic process that
uses educational decisions based on assessment and progress monitoring
data to ensure ALL students learn.
Indiana’s Vision of RTI details a framework for prevention,
advancement, and early intervention, which involves determining whether
all students are learning and progressing optimally academically,
socially, emotionally, and behaviorally when provided with high quality
instruction that addresses all aspects and needs of students.
RTI offers the opportunity to integrate, collaborate,
and cooperate across all educational initiatives to ensure educators
prepare all students for their futures.
For many, the implementation
of tiered systems constitutes a change from current practices that will
unfold over time. Many schools already implement various components of
tiered prevention and intervention systems, and current practices and
school improvement activities identified in PL221 and accreditation
plans should guide future implementation efforts.
| Academic RTI | Behavior RTI |
| Tier 1 | Tier 1 |
|
All Students Preventative and Proactive Aligned and Mapped Curricula Above Grade Level Curriculum for Advanced Core Research-Based Instructional Strategies Differentiated Instruction Universal Interventions and Supports Universal Screening Formative and Summative Assessments Progress Monitoring Data-Based Decision Making Assessment of Implementation Fidelity |
All Students Preventative and Proactive Schoolwide Positive Behavior Expectations Matrix (3-5 Expectations and Indicators by Location) Universal Screening through Data Analysis Teaching Behavior Expectations Acknowledgement of Appropriate Behaviors Correcting Problem Behaviors using Evidence-Based Strategies Universal Interventions and Supports Progress Monitoring Data-Based Decision Making Assessment of Implementation Fidelity |
| Tier 2 | Tier 2 |
|
Small Group Instruction Instruction and Support Supplemental to Core Instruction Above Grade Level Curriculum for Advanced Core Targeted Research-Based Interventions Formative Assessment Progress Monitoring Data-Based Decision Making Assessment of Implementation Fidelity |
Small Group Instruction Instruction and Support Supplemental to Core Instruction Targeted Evidence-Based interventions Progress Monitoring Data-Based Decision Making Assessment of Implementation Fidelity |
| Tier 3 | Tier 3 |
|
Individual/Very Small Group Instruction Instruction and Support Supplemental to Core Instruction Classes Specifically Designed for High Ability Students Intensive Research-Based Interventions Increased Frequency Longer Duration Formative Assessment Progress Monitoring Data-Based Decision Making Assessment of Implementation Fidelity |
Individual Instruction Instruction and Support Supplemental to Core Instruction Intensive Evidence-Based Interventions Increased Frequency Longer Duration Progress Monitoring Data-Based Decision Making Assessment of Implementation Fidelity |
Related Resources
Electronic:
www.nsdc.org/library/leaders/sparksbook.cfm
www.ascd.org/
www.nasdse.org
www.nccrest.org/index.html
www.nsdc.org
www.pbis.org
Using RTI for Indiana’s Students
www.doe.in.gov/indiana-rti/docs/2009-03-12-RTIGuidanceDocument.pdf
Printed:
Batsche, G., Elliott, J., Graden, J.L., Grimes, J., Kovaleski, J. F.,
Prasse, D., Reschly, D.J., Schrag, J. and Tilly III, W. D. (2005).
Response to intervention: Policy considerations and implementation.
Alexandria, VA: National Association of State Directors of Special
Education
200 North Seventh Street, Terre Haute, Indiana, USA 47809-1902
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