Tier II is where students receive small group, targeted interventions on specific social skills and behaviors that they were not exhibiting with Tier I support.
Schools must be sure to match the intervention to the need or lagging skills for each student. This can be difficult for the RTI team to determine if data is not detailed about what the specific behaviors the student struggles with.
Try to hone in on more specific skills like friendship groups, attendance groups, and anger management groups. It is important to note that students at Tier II are still receiving Tier I interventions every day and are additionally receiving more intensive, small group instruction with more frequent assessment of these skills in Tier II.
Small groups should be 6 to 8 students for minutes a week and run for two to three months. Small group interventionists should be monitoring progress and collecting data every time the group meets. That data should be analyzed every week to determine whether Tier II interventions are improving student behavior and adjustments should be made if not. Students who are not making adequate progress in Tier II will be considered for Tier III interventions, which are one-on-one intensive interventions.
Time also needs to be dedicated for classroom teachers and educators delivering small group interventions to meet. Interventionists need to explain what skills and behaviors are being taught in small groups so classroom teachers can look for and reinforce those behaviors in their classrooms. Data must be collected by all staff to determine if Tier II interventions are improving student behavior.
Tier III, or Intensive and Individual Supports, is effective when used with a collaborative behavioral support team BST comprised of the student, family, teachers, and service providers.
At Tier III, progress-monitoring should be done daily or multiple times each day with extensive documentation to ensure positive changes occur from intensive interventions and that the necessary changes occur for students to attain identified behavioral goals. Students who do not make progress in Tier III may be considered for special education services. About 15 percent of students will be in this section at any given time. Only about 5 percent of students are in Tier 3, or the tertiary level of prevention, at the top of the pyramid.
Here, students receive the most intense and consistent interventions. Although Section part of the Rehabilitation Act of that prohibits discrimination based on disability and special education are both associated with this tier, not all children in this tier are in a special education program.
Featured Programs:. Request Info. The heart of RTI is high-quality instruction and universal screening of all children. The general education classroom provides students with research-based instruction. That data is then used in the RTI process. Based on assessment data, it may be determined that a student needs additional support in a certain area.
RTI involves a three-tiered model. Tier 1 is given to all students as the high-quality, researched-based curriculum adopted by the school. This curriculum includes periodic assessments as well as behavioral screenings to look at student progress. If the student is identified as being at-risk in a screening, he or she will be given a certain length of time to make progress. If the student does not make adequate progress, they moved to Tier 2 instruction.
Students receive targeted interventions at Tier 2. The time spent learning the skills, as well as the frequency of assessment of the skill, is increased in Tier 2.
This targeted instruction is given in small groups so that the student gets the attention he or she needs to succeed. For one, it can help more kids thrive in general education classrooms. It can also help schools save special education resources for kids who truly need them.
Through the RTI process, they can make progress without special education services. Students continue to get their core instruction in the general education classroom with their peers. Students can start to get extra help before falling so far behind that they have to go to summer school or repeat a grade. But it might not be provided as extensively or as systematically as it would in a school that uses RTI. All the school needs to tell families about RTI is:. But many schools provide much more information.
In fact, some schools are already in the habit of giving parents a written intervention plan. It might include:. A description of the skills the child struggles with, and documentation about these challenges, like assessment results or work samples. Details about how often the intervention will be provided and for what length of time — how many minutes per day over how many weeks. Get answers to other common questions about RTI. Requesting a written intervention plan can help you take an active role in RTI.
But there are other ways you can be involved in the process:. Remember that RTI is a fluid process. At any time during the school year, you can talk to the teacher and find out which interventions are available to help your child. Ask the school for more information about the intervention your child is receiving, like which studies show it is effective.
Give the intervention time to work. Remember that you can make this request at any time. At first, he would just sit there quietly, taking things in.
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