Tiers of Confusion.

The materials and the assessments indicate the Tier of Instruction.

As I work with different groups of educators, I find significant confusion regarding Tiers of support. Different systems will name this "interventions", "MTSS", "RTI" etc, but, essentially, the issue at hand is "What do we do with students who are not thriving in literacy and math?"

When searching for graphics to simply illustrate the process, I found no less than 100 different variations on the theme. In an effort to simplify the conversation, I have outlined the basic definitions of each Tier.

Tier 3: diagnostic assessment/2 or more grade-levels below grade-level materials, scripted skill-focused curriculum.

Tier 2: diagnostic assessment/1-2 grade-levels below grade-level materials, highly-systematic skill-focused curriculum.

Tier 1: Screener/grade-level curriculum.

Tier 1: Tier 1 is designed to deliver grade-level curriculum. Tier one instruction can be delivered in a whole-class setting, small group setting, online, in person, blended, one-to-one. The delivery method is determined by student needs and teacher skills. All students must be exposed to grade-level curriculum; 80% of students should be able to master grade-level curriculum. Students thrive in a differentiated setting where they can work at a pace that is aligned to individual needs. Within Tier 1, there should be opportunities for differentiation-- to reteach for those students that need additional support and extend for those students that perform beyond grade-level standards. Tier 1 design should allow for small group, whole group, and individualized supports and instruction. All students are given a screening assessment to identify students that need a diagnostic assessment and additional support. Anytime grade-level materials are utilized, it is Tier 1.

Tier 2: Tier two is designed for students that are performing 1-2 levels below grade-level in math or literacy as determined by the diagnostic assessment. Tier 2 must include entry and exit criteria, focused instructional materials, organized in small groups, highly systematic skill-focused curriculum, 4-6 weeks in duration. Tier 2 is intended to quickly remediate identified learning gaps. Students are placed in Tier 2 interventions based on the diagnostic data. They are placed in groups or individually on the skills identified on the diagnostic assessment. When Tier 2 is focused on specific skills and taught at an accelerated rate, it is not uncommon to see 1 year's gain on the focus skill within 4-6 weeks of highly-systematic intervention. Students exit Tier 2 when they have made adequate progress. Tier 2 is not designed to be long term. It should be a focused and accelerated intervention. If students are not progressing after 3-4 weeks in Tier 2, the intervention is not aligned to student need and adjustments to instruction are necessary.

Tier 3: Tier three is designed for students that are performing 2 or more levels below grade-level in math or literacy as determined by the diagnostic assessment. Tier 3 must also include entry and exit criteria. A significant component of Tier 3 is scripted instructional materials. Students that are significantly below grade-level require intensive, structured interventions with research-based materials that are proven to identify and address student learning gaps. Tier 3 is organized in small groups or one on one and 4-6 weeks in duration per focused skill. Students are placed in Tier 3 interventions based on the diagnostic data. When Tier 3 is focused on specific skills and taught at an accelerated rate, it is not uncommon to see 1 year's gain on the focus skill within 4-6 weeks of highly-systematic intervention. Students exit Tier 3 when they have made adequate progress. In some cases, students would exit Tier 3 and move to Tier 2, at times, students can move from Tier 3 to Tier 1. Tier 3 is not necessarily Special Education; students in Tier 3 groups do not have to have an IEP. While it i

s often the case that a student in Tier 3 may need an IEP, some students have had situations that put them behind in their learning that are not related to learning disabilities. Tier 3 should be a focused and accelerated intervention. If students are not progressing after 3-4 weeks in Tier 3, the intervention is not aligned to student need and adjustments to instruction are necessary.

Common Misconceptions:

1. Working with students in small groups is not necessarily Tier 2. Small groups should be utilized in Tiers 1, 2, and, 3.

2. If grade-level materials are taught to solidify a concept, this is not Tier 2, it is re-teaching. Re-teaching is a necessary component of Tier 1.

3. Students in Tier 3 interventions may or may not have an IEP. Tier 3 is not necessarily the responsibility of Special Education. The school-wide plan is designed for any student that needs significant, skill-focused, scripted, support with materials 2 or more years below grade-level.

4. Students assigned to Tiers 2 or 3 may not need to receive services throughout the year. Students receiving services in Tiers 2 or 3 should make significant, accelerated, measured progress within 4 weeks of instruction on a specific skill.

5. Tier 2 is intended for students below grade-level. Students that are working above grade-level are not served in a Tier 2 setting. These students should

be receiving differentiated, accelerated opportunities within Tier 1.

1. It is inappropriate for a school to host school-wide "Tier 2". Every student should have opportunities to work at their level and accel, this is considered differentiated instruction.

2. Tier 3 materials are scripted materials that follow a very specific research-base. These materials are designed to focus on skill development and include embedded assessments.

1. If Tier 1 instruction is not addressing the needs of 80+% of the students in the classroom, the students in that class require a different instructional approach and additional scaffolding. The design of Tier 1 includes instruction, reteaching, small group, and individualized instruction. Lectures should be broken up into 10-12 minute segments followed by highly-engaging student work.