Tiered Response to Intervention in an eLearning Environment.

In a document titled Learning for All, there is a diagram outlining a tiered response to intervention for a traditional classroom and the response at each tier.

I have reflected upon each one of these tiers and have outlines what type of support I would offer for a student in my online course.

Tier 1: Assessment and instruction are planned in relation to the curriculum for all students, applying principles of UDL and DI. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty. 

How can I help?
At this stage, all of the students are being treated the same way where instruction is given based on their learning styles and student profiles, and in an online course, the students make their own schedules and develop their own work habits to complete the assigned work. I keep notes on the types of questions each student is asking me and what areas of the online course they are having trouble with – tests, assignments, discussion posts, etc. At this particular tier, the students have the most freedom which sometimes is also the most opportunity to fall behind.

Tier 2: On the basis of assessment results, differentiated instruction and interventions are planned for students who are facing learning challenges in a particular area, or in general. Student progress in response to these interventions is closely monitored, and instruction is adjusted as needed. 

How can I help?
When a student reaches tier 2, this means that I have taken note that the student is facing some difficulties not faced by the other students. At this stage, I would make sure to check in with the student more frequently to make a plan together on completing their work and also how we can change the way they complete their work. Some students may be better at recording an audio clip rather than a written response. I would be more involved in this student’s work offering more guidance.

Tier 3: For students who require intense support to achieve learning goals, even more precise and personalized assessment and instruction are planned, often with the help of the in-school team and/or other available resources. Monitoring of progress continues. 

How can I help?
When students reach tier 3, depending on the grade level, a phone conversation may be necessary with the student and their parents. Online courses are meant to be more independent, something a few students may have trouble with. It would be important for me to discuss with the student every day what their work for that day will be and how they plan on completing it. Making myself more available for this student would be crucial to help with any questions they may have especially if it is close to deadline.


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