MULTITIERED SYSTEM OF INTERVENTION

1. MULTITIERED SYSTEM OF INTERVENTION

3. Support Students Before InstructionTier I • Develop learning targets and criteria for success. • Determine critical background knowledge. • Pretest to obtain data on student background knowledge. • Anticipate what students may find confusing. • Determine key vocabulary and pre-teach it. • Teach students soft skills needed to be successful. (note taking, how to read text, graphic organizers, etc. • Fill in missing background knowledge.

4. Constructive vs. Destructive StruggleTier II Destructive Struggle Constructive Struggle Leads to understanding. Makes learning goals feel attainable and effort worthwhile. Yields positive results. Leads students to feelings of empowerment and efficacy. Creates a sense of hope. • Leads to frustration. • Makes learning goals seem out of reach and further effort feels pointless. • Feels fruitless. • Leaves students feeling abandon. • Creates sense of inadequacy.

5. Select Appropriate InterventionsTier II • Interventions provide targeted tools to address a specific concern signaled by a red flag. • The most effective interventions provide a temporary learning support, are made available on an as-needed basis, and are removed when they are no longer necessary

6. What is Remediation?Tier III • Acceleration was offered before students started the unit of study. • Intervention was offered during the instruction. • Remediation is an opportunity to provide additional support to those students who still do not understand key concepts in spite of attempts to support them.

7. Two Types of RemediationTier III and IV • Short-term remediation is designed to get students ready for the summative assessment. • Ongoing remediation focuses on long-termed skill development to address large gaps in background knowledge or basic skills. • All remediation usually occurs outside the classroom. • Addresses other student needs.