Tiered Interventions

Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice

This meta-analysis of 31 studies examined whether reading interventions could assist elementary, middle, and high school students with reading difficulties and learning disabilities. Overall, results showed that students who received a reading intervention outperformed students in the control group. This positive effect was also found for students with disabilities across all measures. Further, with few exceptions, studies that examined reading comprehension found that reading interventions could have a positive effect on reading comprehension.

New Hampshire’s Multi-tiered Approach to Dropout Prevention

Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. This snapshot from the National High School Center recognizes New Hampshire for its innovative use of data collection and analysis as the key to unlocking the dropout problem.

High School Positive Behavioral Supports and Interventions

Positive Behavioral Supports and Interventions (PBIS) is a school-wide system of discipline that utilizes tiered behavioral interventions to encourage social and academic success.  As with academic tiered intervention, PBIS is characterized by universal supports for all students in the school, coupled with secondary supports and intensive tertiary intervention for students based on need.


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