MULTI-TIERED INSTRUCTION
The NDMTSS Framework includes a school-wide, multilevel system of instruction and interventions for preventing school failure and provides opportunities for all students to succeed. (Commonly represented by the three-tiered triangle/RTI Model)
Primary level prevention focuses on all students. It includes the core curriculum and the differentiated instruction delivered within the regular education classroom setting. The core curriculum is the course of study deemed critical and usually mandatory for all students of a school or district. Core curricula are often instituted at the elementary and secondary levels by local school boards, departments of education, or other administrative agencies charged with overseeing education. Such curricula should be research based and incorporate differentiated instruction. Within the core curriculum, teaching and learning should be well articulated from one grade to another and within grade levels so that students have highly similar experiences, regardless of their assigned teacher.
Universal screening, continuous progress monitoring, and outcome measures or summative assessments are commonly used to inform instructional decisions. Universal screening is used to determine the effectiveness of the core curriculum and identify students at risk for poor learning outcomes. Progress monitoring is used to confirm risk status and monitor the progress of students not receiving secondary or tertiary interventions. Outcome measures or summative assessments are used for accountability.
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Selecting Evidence-based Practices
The Center on Response to Intervention’s learning module focuses on the steps needed to select evidence-based practices and provides guidance on how to use online resources that provide information on curricula and interventions. Participants will walk through the steps of using these online resources to select evidence-based practices for their districts and schools.
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TIER ONE - PRIMARY LEVEL PREVENTION & CORE INSTRUCTION
Best Evidence Encyclopedia
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
The Best Evidence Encyclopedia provides summaries of scientific reviews produced by many authors and organizations, as well as links to the full texts of each review. The summaries are written by CDDRE staff members and sent to review authors for confirmation.
What Works Clearinghouse
The What Works Clearinghouse (WWC) was established in 2002 as an initiative of the Institute of Education Sciences (IES) at the U.S. Department of Education. The goal of the WWC is promote informed education decision making by providing educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence about “what works” in education. The work of the WWC is done under contract to the Department of Education (via the National Center of Education Evaluation at IES) by several firms with expertise in education, research methodology, and dissemination. To help all students and schools meet high standards, educators need more evidence of what works in education. Through systematic reviews to identify rigorous research, the WWC provides educators with credible and reliable evidence that they can use to make informed decisions.
TIER TWO - SECONDARY LEVEL PREVENTION & STRATEGIC INSTRUCTION
The secondary level of prevention supplements and aligns with the core curriculum. Therefore, secondary prevention does not replace primary prevention. Students included in secondary prevention participate in both the primary (the core curriculum and instruction) and secondary levels of prevention (the supplemental support). It typically involves small-group instruction that relies on evidence-based interventions that specify the instructional procedures, the duration, and the frequency of instruction. The secondary level of prevention has at least three distinguishing characteristics: (1) it is evidence based (rather than research based); (2) it relies entirely on adult-led, small-group instruction rather than whole-class instruction; and (3) it involves a clearly articulated, validated intervention that should be adhered to with fidelity.
The secondary level of prevention focuses on students identified through screening as being at risk for poor learning outcomes. Progress monitoring and diagnostic assessments are used within a secondary prevention system to match student needs to interventions.
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Academic Intervention Tools Chart
The Academic Intervention Tools Chart is designed to assist educators and families in becoming informed consumers who can select interventions that best meet their individual needs. The National Center on Intensive Intervention’s Technical Review Committee (TRC) on Academic Interventions independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of instructional intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. (Please Note – The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation. Additionally, all submissions to the TRC review process were voluntary.)
Behavioral Intervention Tools Chart
The Behavior Intervention Tools Chart is designed to assist educators and families in becoming informed consumers who can select interventions that best meet their individual needs. The National Center on Intensive Intervention’s Technical Review Committee (TRC) on Behavior Interventions independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of instructional intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. (Please Note – The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation. Additionally, all submissions to the TRC review process were voluntary.)
Center on Instruction
A gateway to a collection of research-based resources on instruction particularly targeting struggling students. The Center on Instruction’s website provides syntheses of recent research, practitioner guides, professional developmental materials, tools for educators and examples from the field.
TIER THREE - TERTIARY LEVEL PREVENTION & INTENSIVE INSTRUCTION
At the tertiary level of prevention, well-trained staff often begin with a more intensive version of the intervention program used in the secondary level of prevention (e.g., longer sessions, smaller group size, and/or more frequent sessions). The interventions used are evidence-based standard protocols or are based on validated progress monitoring methods for inductively individualizing instruction. Diagnostic assessments may also be used to identify appropriate interventions based on student need.
Frequent progress monitoring (i.e., at least weekly) quantifies the effects of the intervention program by depicting the student’s rate of improvement over time. Student learning trajectories, based on end-of-year goals, should be set for all tertiary-level students to determine the degree to which a student is making adequate progress and determine if changes in intervention intensity are necessary.
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Principles for Designing Intervention in Mathematics
The National Center for Intensive Intervention’s guide is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful.
Sample Lessons & Activities
The National Center on Intensive Intervention’s collection of sample lesson’s and activities is intended to assist special education teachers, interventionists, and others working with students with intensive needs. The materials include intervention guidance, sample activities, and materials necessary to complete the activities. They are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs.