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Tier 3 - Intensive, Individual Interventions
In the opening article for this section, Ruth Ervin of the University of British Columbia provides a general overview of special considerations pertaining to the provision of Tier 3 prevention and intervention efforts. Specifically, this article describes a self-questioning process to guide decision making at Tier 3. For each step of the process, references to additional resources are provided for further exploration.
A quick check of all students’ current levels of performance in a content or skill area. This is administered three times per year.
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Considering Tier 3 Within a Response-to-Intervention Model
Children enter the learning environment with different skill sets, and an individual child’s Response to Intervention (RTI) is unique and dependent on biology, social learning history, and context. To reach desired outcomes in school, some students may require additional or unique instructional strategies or interventions beyond those typically available.
Read "Considering Tier 3 Within a Response-to-Intervention Model"
Individualized Support for Young Children who are Struggling to Learn
Some children do not progress as expected, even though they participated in high-quality curriculum and received small and large group support. These children may need intensive, individualized approaches. Early childhood educators can identify these children by looking to specific sources.
Read "Individualized Support for Young Children who are Struggling to Learn »"
Distinguishing Between Tier 2 and Tier 3 Instruction in Order to Support Implementation of RTI
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.
Read "Distinguishing Between Tier 2 and Tier 3 Instruction in Order to Support Implementation of RTI »"
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