Tiered intervention

Research has shown that a tiered approach that involves quality evidence-based learning, regular meaningful monitoring and assessment of student learning and the implementation of targeted interventions has a positive impact on learning outcomes for those at risk of not meeting literacy and numeracy standards (O’Connor, Harty & Fulmer 2005; Hughes & Dexter 2011).

Tiered interventions are designed to progressively adjust the intensity and nature of support according to how students respond to interventions.

  • Tier 1 interventions provide support through high quality, on-going formative assessment used to design classroom learning and teaching that engages and support all learners;
  • Tier 2 interventions provide timely support through high quality, personalised assessment and instruction that is specific to identified need for individual and small groups of students. This intervention may be provided by the class teacher or a specialist teacher. Language, Literacy and Learning (L3) is an example of a Tier 2 intervention; and
  • Tier 3 interventions provide more intensive, longer term support through specialist assessment and teaching for individual students with complex literacy and numeracy needs. Tier 3 interventions are documented using individual learning plans and follow a lack of response to Tier 2 interventions.