NEW HANOVER COUNTY SCHOOLS IS PILOTING A RESPONSE TO INTERVENTION/ PROBLEM
SOLVING MODEL IN ITS ELEMENTARY SCHOOLS. DATA BASED DECISION MAKING AND EARLY
INTERVENTION ARE KEY COMPONENTS OF THE PROGRAM.
HERE'S AN OVERVIEW OF THE PHILOSOPHY:
A Tiered Approach to Intervention
-paraphrased from article by Julie Berline, Graduate Research Assistant at
University of Central Florida - thanks to Jan Toomes, Bradley Creek Elementary
The Problem Solving Model is a three/four-tiered approach that focuses on
identifying struggling students and providing additional instructional and
intervention support that is needed. The classroom teacher is involved at
every level/tier.
Level I (Tier 1)
• Core instruction provided to all students.
• Informal progress monitoring using classroom data. Is the student
making progress? If not, move to Level II/Tier 2 intervention.
• General interventions are used specific to student’s needs within the
classroom setting and at home (parent involvement is key!).
Level II (Tier 2)
• Additional instructional time is needed beyond the core instruction
(up to 30 additional minutes).
• Use of supplemental instructional materials to enhance Level I
instruction
• Increase the intensity of instruction
• Almost always given in small groups or 1:1
• Instruction must be precisely targeted at the right level on
student's most critical learning needs.
• Someone from outside of the classroom might be involved. This may
include grade-level peers, school support staff (school counselor, mental
health therapist, social worker, school psychologist, reading specialists,
resource teachers, speech therapists, etc.).
• The explicitness of instruction must be increased.
• Communication with parents regarding students’ progress or lack
thereof, and increasing or modifying the interventions being provided at home
• Increase progress monitoring using classroom data. Is the student
making progress? If not, consideration of more intensive intervention at
Level III/Tier 3.
Level III (Tier 3)
• Student is not successful after Tier 1 and 2
instruction/interventions. A team meeting takes place.
• Instruction is intensive, strategic, and specifically designed and
customized for the student. Intervention is based on student needs and may be
different for each student.
• Instruction is delivered in small group or 1:1.
• Increased progress monitoring 2-3 times per week using designated
probes.
Level IV - To qualify for EC services, it must be documented that the student
is not responding to high-intensity, specific interventions over a period of
time. More specifically, the following must occur:
• the student’s growth rate must be below that of their grade-level
peers (determined by use of probes);
• their performance is consistently below their goal line (determined
by probes and county data);
• the intensity of interventions and time spent must closely resemble
the services they might receive in the Exceptional Children’s program.
Also, there must be an educational impact.
