Edward Shapiro of Lehigh University provides a detailed explanation of the multi-tiered instructional component of RTI. The typical method of identifying students with LDs is often referred to as a “wait to fail” model – where referrals for additional instruction or educational support are only provided after a student has failed to learn. The heart of any RTI model lies in the use of tiered instruction. Tiered Activities. Some students were barely able to decode, while others were in need of enrichment and more challenging projects. In a tiered activity, all students are working on the same activity but the activity is … Instead, each student is assigned a particular task according to their readiness and comprehension (learned by a pre-assessment). One very helpful tactic to employ differentiated instruction is called tiered assignments—a technique often used within flexible groups. Like differentiated instruction as a whole, tiered activities do not force students into ability boxes. The heart of any Response-to-Intervention (RTI) model lies in the use of tiered instructional processes. This was when I began to study and utilize tiered lesson planning. For me, it was, and currently is, a method to organize, plan, and execute lessons in which students are all being taught the same concept(s) at different learning levels. It is important in order to maintain the rigor of the Common Core Standards that this strategy be used less often. Many teachers use differentiated instruction strategies as a way to reach all learners and accommodate each student’s learning style. All students must have access to grade-level text when the primary focus of the lesson at hand is to meet the Common Core Standards. In the RTI framework, the instruction delivered to students varies on several dimensions that are related to the nature and severity of a student's difficulties. Tiered instruction is a method that varies the level of assignments, so all students have a chance to find success and make progress. This method is prone to several disadvantages, which include “relatively late identification for students who have special needs; imprecise screening through teacher observation; false negatives (i.e., unidentified students) who … In the past, many teachers tiered lessons by varying the difficulty of the text students were reading.

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