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Beliefs About Children’s Success
Intervention Structures
TIER 1: Universal• Takes place in the regular classroom• Assess the total population to identify and monitor students
at risk of failure.• Emphasizes high-quality general education , grade level
curriculum with differentiated instruction.• Flexible grouping is key.• Specific interventions are implemented for students not likely
to achieve success with grade-level material • On-going assessment is used to determine and to plan
necessary adjustments.
TIER 2: Targeted• Students who do not respond to general instruction, even with
adjustments, may be moved to Tier 2 for additional support.• The instruction is provided by the classroom teacher, or
someone else, within or outside the classroom.• More targeted support that revolves around a specific area of
need- emphasizing skills and strategies in meaningful contexts.• On-going assessment is used to determine the success of the
intervention and to plan necessary adjustments.• A student’s progress is largely dependent on the collaboration
of those providing support.
TIER 3: Intensive• Highest level of support and is targeted to meet the specific
needs of the small percentage of students who are still unsuccessful.
• Support is more individualized by reducing the instructional setting to three or fewer and often one on one.
• Tier 3 instruction should be provided by a highly qualified teacher, generally outside the classroom.
• Progress is monitored more frequently, but care must be taken that testing does not replace teaching.
An Overview of the Three-Tiered Model of RtI
TIER 1: UNIVERSAL•About 80 percent•All students•Flexible grouping and differentiated instruction
TIER 2: TARGETED•15 to 20 percent•Small group not to exceed 5•Consistent supplemental instruction
TIER 3: STRATEGIC OR INTENSIVE•5 to 10 percent•Individualized or very small group (<3)•Multiple opportunities for instruction
INTEN
SITY
Intervention Practices
Assessment
Types of Assessments to Uncover Student Thinking
ProbesOpen-ended questions
Student drawings
Finding Out What Students Know
Which fraction is the largest?A. 4/5B. 3/4C. 5/8D. 7/10
Which fraction is the smallest?A. 1/6B. 2/3C. 1/3D. 1/2
Assessment Probes
uncover
understandings misunderstandings
concepts proceduresmisconceptions/
overgeneralizations common errors
that can inform
Does is Have Potential Energy?____ apple on a teacher’s desk____ car driving down a hill____ roller coaster car going up a hill____ rock sitting on the ground____ a child at the bottom of their swing on a playground____ unopened soda bottle____ water behind a dam____ stretched rubber band____ someone diving off a diving board____ a pendulum pulled all the way to one side
Does it Have Potential?Student 1 Student 2
__X__ apple on a teacher’s desk____ car driving down a hill____ roller coaster car going up a hill____ rock sitting on the ground____ a child at the bottom of their swing on a playground__X__ unopened soda bottle__X__ water behind a dam__X__ stretched rubber band____ someone diving off a diving board__X__ a pendulum pulled all the way to one side
__X__ apple on a teacher’s desk____ car driving down a hill____ roller coaster car going up a hill__X__ rock sitting on the ground__X__ a child at the bottom of their swing on a playground__X__ unopened soda bottle__X__ water behind a dam__X__ stretched rubber band____ someone diving off a diving board__X__ a pendulum pulled all the way to one side
Open-Ended Questions• Designed to encourage an answer using the student's own
knowledge• Must have thorough understanding to answer; no place to hide• Design the prompt well to get good information
Annotated Student Drawings• Choose an idea that can be visually represented• Must have a clear prompt that will elicit the
information you seek• Use interviewing if the drawing needs further
explanation
Draw a picture to represent the relationship
between DNA and chromosomes.
STAAR Biology Question
New Assessment Resource!• Here you will find free access to more
than 600 items. These items:o Are appropriate for middle and early high school students.o Test student understanding in the earth, life, physical
sciences, and the nature of science.o Test for common misconceptions as well as correct ideas.
• http://assessment.aaas.org/pages/home
