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 having difficulty 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 students who may be at risk
and ensure appropriate and timely interventions for students who exhibit persistent
learning difficulties, significantly reducing the likelihood that they will develop more
intractable problems in the future (Vaughn, Linan-Thompson, & Hickman, 2003).
Further Reading
A Resource Guide from Ontario (2007). Effective educational practices for students with
Austism Spectrum Disorders. Ontario, Canada: Ministry of Education.
A Resource Guide from Ontario (2008). Putting Ontario’s Leadership Framework into action:
A guide for school & system leaders. Ontario, Canada: Ministry of Education.
Amen, D. (1998). Change your brain, change your life. New York: Three Rivers Press.
Amen, D. (2001). Healing ADD: The breakthrough program that allows you to see and the
6 types of ADD. New York: Berkley Publishing Group.
Armstrong, H. (2005). Examining the practice of school administration in Canada. Calgary,
Alberta: Detselig Enterprises Ltd.
Armstrong, T. (2009). Multiple intelligences in the classroom, 3rd ed., Alexandria, VA: ASCD.
Bennett, S. & Weber, K. (2008). Special Education in Ontario schools. Highland Springs, FL:
Highland Press.
Biel, L. & Peske, N. (2005). Raising a sensory smart child. London: Penguin Books.
Bock, K. & Stauth, C. (2008). Healing the new childhood epidemics. New York: Ballantine
Books.
Boulby, B., Michaluk, D., & Regan, J. (2009). An educator’s guide to human rights, 2nd
Edition. Toronto, Canada: Canada Law Book.
Boyd, B. (2003). Parenting a child with Asperger Syndrome: 200 tips and strategies. London:
Jessica Kingsley Publishers Ltd.
Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention:
RTI, professional learning communities, and how to respond when kids don’t learn.
Bloomington, IN: Solution Tree.
Cooper, D. (2007). Talk about assessment. Toronto, Canada: Thomson Nelson
Dufour, R., Dufour, R., & Eaker, R., (2008). Revisiting professional learning communities
at work: New insights for improving school. Bloomington, IN: Solution Tree.
Dufour, R., Dufour, R., Eaker, R., & Many, T. (2006). Learning by doing. Bloomington, IN:
Solution Tree.
Easton, L. (2004). Powerful designs for professional learning. Oxford, OH: National Staff
Development Council.
Eisen, A. & Engler, A. (2006). Helping your child overcome seperation anxiety of school
refusal. Oakland, CA: New Harbinger Publications.
Foxman, P. (2004). The worried child. Alameda, CA: Hunter House Inc.
Fullan, M. (2008). The six secrets of change: What the best leaders do to help their
organizations survive and thrive. San Francisco, CA: Jossey-Bass.
Glasberg, B. (2006). Functional Behaviour Assessment for people with Autism. Bethesda, MD:
Woodbine House.
Greene, R. (2001). The explosive child: A new approach for understanding and parenting
easily frustrated, chronically inflexible children. New York: HarperCollins.
Hargreaves, A., & Fullan, M, (ed.) (2009). Change wars, Bloomington, IN: Solution Tree.
Harris, J. (2009). The nurture assumption: Why children turn out the way they do.
New York: Free Press.
Heacox, D. (2009). Making differentiation a habit. Minneapolis, MN: Free Spirit Publishing.
Killion, J. & Roy, P. (2009). Becoming a learning school, Oxford OH: National Staff
Development Council.
Kutscher, M. (2005). Kids in the syndrome mix of ADHD, LD, Asperger’s, Tourette’s, Bipolar
& more. Philadelphia, PA: Jessica Kingsley Publishers.
Leithwood, K., McAdie, P., Bascia, N., & Rodrigue, A. (2004). Teaching for deep
understanding. Toronto, Canada: ETFO/OISE/UT.
Mills, A., Simmons, T., & Mills, J.H. (2005). Reading Organizational Theory, 3rd edition.
Toronto, Canada: Garamond Press.
Newby, R. (2006). Your struggling child. New York: HarperCollins Publishers.
Notbohm, E. (2005). Ten things every child with Autism wishes you knew. Arlington, TX:
Future Horizons.
Paquette, P., & Tuttle, C. (2006). Learning Disabilities: The ultimate teen guide. Lanham, MD:
Scarecrow Press.
Payne, R. (1996). A framework for understanding poverty. Highlands, TX: Aha! Process, Inc.
Reeves, D. (ed.), (2007). Ahead of the curve. Bloomington, IN: Solution Tree.
Reeves, D.B. (2009). Leading change in your school: How to conquer myths, build
commitment and get results, Alexandria, VA: ASCD
Robinson, J.E. (2007). Look at me in the eye: My life with Asperger’s. New York: Crown
Publishers.
Shore, K. (1998). Special kids problem solver: Ready to use interventions for helping all
students with academic, behavioural & physical problems. Paramus, NJ: Jossey-Bass.
Silver, L. (1998). The misunderstood child: Understanding and coping with your child’s
learning disabilities. New York: Three Rivers Press.
Young, M. (2001). The peanut allergy answer book. Gloucester, MA: Fair Winds Press.