From Four to Three Tiers
For approximately 13 years, Heartland practitioners have implemented this four-tiered intervention structure in all of Heartland's schools. Through this process, thousands of individual case studies have been generated and the effectiveness of the system has been documented one-case-at-a-time. Despite many positive results, a number of operational challenges exist in implementing a 4-tiered, individually based system. Most significantly, working with problems, especially relatively mild problems, on a case-by-case basis is not particularly efficient. It also does not prevent general education instructional problems from manifesting themselves as increased referrals to special education. Early on, during initial implementation of our four-tiered system, the option of working more broadly through general and compensatory education was less possible, so our system was designed to support students using the special education avenues that were available. In recent years, the accountability requirements built into the latest reauthorization of the Elementary and Secondary Education Act (No Child Left Behind, NCLB, 2002), working in a coordinated way with resources from general and compensatory education is more possible.
As we progress into the future, none of the Heartland's early changes in service delivery assumptions nor the use of science-based practice have been rejected. The changes we are making simply requires a reengineering the resource deployment mechanism to allow mild and moderate problems to be addressed at a group level, though still using problem-solving methodologies. Our four-tiered model is in the process of transition to a three tiered model. Our thinking in redesign has paralleled the ideas presented by Sugai, Horner & Gresham (2002), and Simmons et al. (2002). Our three tiers now represent the possibility of addressing learning problems through modification and adaptation of the Core Instructional Curriculum (Level 1), through the use of Core Instruction and Supplemental Instructional Resources (Level 2) and through the use of Core Instruction and Intensive Resources (Level 3). In this system, Levels 1 and 2 are considered group interventions. Level 3 is still individualized application of the problem solving process, including intensive problem analysis linked to intervention and formative evaluation.
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Research-Based Practices | Summary
