Indicator TA02: The school uses a tiered, differentiated intervention process to assign
research-based interventions aligned with the individual needs of identified students (the
process includes a description of how interventions are selected and assigned to students
as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).
(2932)
Evidence Review:
Students identified through assessment outcomes as needing additional teaching should
receive this instruction using methods that are individual and targeted rather than a “one size fits
all” approach. The development of individual or small group interventions should include
research-based methods, materials, technology sources, timeframes and ongoing assessment of
student progress. This process is often referred to as tiered instruction.
The Response to Intervention (RTI) Action Network states, “a multi-tiered approach is used to
efficiently differentiate instruction for all students. The model incorporates increasing intensities
of instruction offering specific, research-based interventions matched to student needs.” This
organization also helps us in understanding the concept of tiered instruction by providing some
general guidelines. In Tier I, all students receive instruction and are assessed in a defined
timeframe. Those who do not demonstrate understanding move to Tier 2 targeted interventions
with additional instruction beyond the general classroom. The network suggests this tier should
not be more than a marking period. Finally those students who have not mastered concepts in
Tier 2 move to Tier 3 for more intense interventions. While RTI does not address when delivery of
tiered instruction is made, many schools include time in their master schedule to ensure the
focused instruction of Tiers 2 and 3 are not forgotten.
Source: The Response to Intervention Action Network, www.rtinetwork.org, The National Center
for Learning Disabilities, Inc.
Differentiated instruction is often used as a term in the discussion of academic intervention or
a tiered strategy. Unfortunately, while the terminology is in the forefront of instructional dialogue,
accurate and effective implementation is not often mastered. Carol Tomlinson is a recognized
expert in the effective use of differentiated instruction. She has defined it in a variety of ways
such as a proactive plan but perhaps the best definition is found in work she completed with Kay
Brimijoin and Lane Narvaez. “Differentiation asks students to work with essential understandings
at varied degrees of complexity with varied support systems. Information and skills tasks should
be congruent with students needs. Differentiation should be responsive instruction, not
mechanical instruction. The most powerful differentiation is based on pre-assessment and
ongoing assessment of student progress toward key goals. The teacher uses the assessment
information to make proactive plans to address student needs.”
When combining the descriptions of differentiated and tiered instruction, it is clear that simply
assigning students to small groups who have similar levels of understanding with each group
using the same materials do not support either method. It is also not differentiated or tiered
strategy to rotate groups of students through stations as a part of practice work. A tiered,
differentiated intervention uses specific research-based interventions developed for a student
based on his/her assessment data and individual needs for instruction with a specific time frame
for completion of the intervention, assessment of student progress and a redefining of instruction
based on the outcomes.
Additionally, just as vertical articulation in an overall curriculum is important, the assessing of
students previously learned skills is vital to the intervention process. If gaps exist from previous
grades or courses and are not considered in the development of interventions, a vital part of the
targeted instruction may be lost.
Source: Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez, The Differentiated School: Making
Revolutionary Changes in Teaching and Learning, 2008.