Tiered Model Of Intervention

Introduction

Education is arguably one of the most crucial or fundamental pillars of the nation. It nurtures and shapes the individuals who make varied contributions on the economy both in the present and in the future. Success in education is recognized as a precursor to enhanced quality of life. However, success in education is on a larger part determined by the technique of instruction used. While there are varied techniques used, the Tiered Model of intervention has been found as one of the most effective for K-8 grade.

In this model, students are offered research-based core intervention and instruction. Their progression through the three tiers is dependent on how they respond to the instruction. However, research shows that that 80 percent of students in classrooms that implement the tiered system attain benchmark goals and objectives with high quality core reading instruction (Barth et al, 2008). In addition, 15 percent of the students need extra targeted intervention, as well as core instruction, while the remaining 5 percent need a considerable amount of intervention so as to achieve the benchmark goals.

In the first tier, the general education teacher provided core reading instruction, with the reading blocks being made up of 90 uninterrupted minutes of instructions on fluency, comprehension, vocabulary, phonics and phonemic awareness (Barth et al, 2008). The second tier is reserved for students who do not show progress in the first and need extra support so as to attain the benchmark objectives. In this tier, students undergo homogenous grouping receiving the initial 90 minute core reading instruction and an extra 30 minutes of skill-based intervention, with testing coming twice so as to establish the deficit areas. The third tier goes to students who have shown little or no progress in core reading instruction and the second tier. Groups are smaller to allow for enhanced participation of the students, with lessons being more intense, explicit and systematic, as well as incorporating numerous chances for practice (Barth et al, 2008).

The tier model of intervention is extremely applicable in my school. Individuals who do not achieve academic goals in their level should be subjected to extra tuition and instruction. In case this one does not succeed, the intensity of instruction should be increased with groups reduced and lessons being more systematic.

References

Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.

Tiered Model Of Intervention

Introduction

Education is arguably one of the most crucial or fundamental pillars of the nation. It nurtures and shapes the individuals who make varied contributions on the economy both in the present and in the future. Success in education is recognized as a precursor to enhanced quality of life. However, success in education is on a larger part determined by the technique of instruction used. While there are varied techniques used, the Tiered Model of intervention has been found as one of the most effective for K-8 grade.

In this model, students are offered research-based core intervention and instruction. Their progression through the three tiers is dependent on how they respond to the instruction. However, research shows that that 80 percent of students in classrooms that implement the tiered system attain benchmark goals and objectives with high quality core reading instruction (Barth et al, 2008). In addition, 15 percent of the students need extra targeted intervention, as well as core instruction, while the remaining 5 percent need a considerable amount of intervention so as to achieve the benchmark goals.

In the first tier, the general education teacher provided core reading instruction, with the reading blocks being made up of 90 uninterrupted minutes of instructions on fluency, comprehension, vocabulary, phonics and phonemic awareness (Barth et al, 2008). The second tier is reserved for students who do not show progress in the first and need extra support so as to attain the benchmark objectives. In this tier, students undergo homogenous grouping receiving the initial 90 minute core reading instruction and an extra 30 minutes of skill-based intervention, with testing coming twice so as to establish the deficit areas. The third tier goes to students who have shown little or no progress in core reading instruction and the second tier. Groups are smaller to allow for enhanced participation of the students, with lessons being more intense, explicit and systematic, as well as incorporating numerous chances for practice (Barth et al, 2008).

The tier model of intervention is extremely applicable in my school. Individuals who do not achieve academic goals in their level should be subjected to extra tuition and instruction. In case this one does not succeed, the intensity of instruction should be increased with groups reduced and lessons being more systematic.

References

Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.