Abstract
Chapter 2 discussed how schools can apply the problem-solving model (PSM) to both the whole school system and individual students. Chapter 3 focuses on the former: systems-level problem solving. This chapter first outlines tiered models of service delivery that schools are using to improve academic and behavioral outcomes. The foundational principles are discussed and the three main components of such models are identified: (a) tiers of instruction, (b) a comprehensive assessment system, and (c) use of the PSM. Each component is discussed in detail, and the chapter ends with a focus on how curriculum-based evaluation (CBE) fits into the tiered models of service delivery .
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Although 10–15 students may all have an intervention block within the same classroom, instruction is still differentiated and students can receive small-group instruction in groups of 6–8. The interventionist can split the block of time so that small-group instructions occur for one group while another group simultaneously works independently (Burns 2008; Vaughn et al. 2010).
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Harlacher, J., Sakelaris, T., Kattelman, N. (2014). Multi-Tiered System of Support. In: Practitioner’s Guide to Curriculum-Based Evaluation in Reading. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9360-0_3
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DOI: https://doi.org/10.1007/978-1-4614-9360-0_3
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Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-9359-4
Online ISBN: 978-1-4614-9360-0
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