22 • Learning for All
NC
EPTS
“An extremely effective approach to assessment and intervention is the ‘tiered’ approach, which sequentially increases the intensity of instructional
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The Tiered Approach
interventions.” (Vaughn & Fuchs, 2003, as cited in Education for All, K–6, p. 60)
The “tiered” approach to prevention and intervention is a systematic approach to providing high-quality, evidence-based assessment and instruction and appropriate interventions that respond to students’ individual needs. It is based on frequent monitoring of student progress and the use of assessment data, focusing on learning rate and level, to identify students who are facing challenges in learning and to plan specific assessment and instructional interventions of increasing intensity to address their needs effectively. The tiered approach can be used to address both academic and behavioural needs. The nature, intensity, and duration of interventions may be decided by teachers individually or in collaboration with a school team, always on the basis of evidence derived from monitoring student achievement. The tiered approach can:
•• facilitate early identification of both students who may be at risk and students who may be in need of greater challenges; •• ensure appropriate and timely intervention to address these students’ needs and significantly reduce the likelihood that they will develop more intractable problems in the future. (Vaughn, Linan-Thompson, & Hickman, 2003)
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Figure 5. The Tiered Approach For students who require intense support to achieve learning goals, even more precise and personalized assessment and instruction are planned, often with the help of the in-school team and/or other available resources. Monitoring of progress continues.
On the basis of assessment results, differentiated instruction and interventions are planned for students who are facing learning challenges in a particular area, or in general. Student progress in response to these interventions is closely monitored, and instruction is adjusted as needed.
Assessment and instruction are planned in relation to the curriculum for all students, applying principles of UDL and DI. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty.