Tier II

Tier II

Targeted supports and services are provided collaboratively, drawing on general and special educational resources, and additional personnel when needed. A full implementation of Tier II will likely require additional personnel. In Tier II, the supports and enhancements become more targeted and they are based on the documented strengths and needs of the children. These services may include more intensive and explicit instruction or more rigorous and challenging curriculum provided in smaller groups, and will often involve more frequent progress monitoring to make sure that learning stays on track. Some children will need even more intensive supports and/or enhancements to meet with success. For these children, Tier III should be considered.

(Polk Elementary School, 2017)

(Kirk, Gallagher, & Coleman, 2015)

Examples of Tier II Interventions

*It is suggested that you try Tier I interventions for at least 6 weeks followed with data submittal to your administrator.

•        Behavior Contract 

•        Behavior Intervention Plan (BIP) 

•        Breaks 

•        Classroom Management Support 

•        Counselor Referral 

•        Daily Behavior Form

•        Functional Behavior Assessment (FBA) 

•        Individual & Visual Schedules 

•        Mentoring 

•        Non-Verbal Cues & Signals 

•        Organizational Tools 

•        Peer Tutoring 

•        Response To Intervention (RTI) 

•        Reward System 

•        Self Monitoring 

•        Sensory Tools 

•        Social Stories 

•        Teach Conflict Resolution Skills 

•        Teach Relationship Skills 

•        Teach Relaxation Techniques 

•       Teach Social Skills 

Data Collection

Functional Assessment Checklist

Parent Questionnaire

Tier II Analysis

 The team now identifies which students will be considered for Tier II interventions. Students meeting criteria for Tier II services are identified based on their risk level for academic difficulties as indicated by benchmark scores. More specifically, students whose performance is in the emerging or strategic range of the data sets are identified. All available data on these students are reviewed, such as universal screening scores and progress-monitoring data. In reviewing each student’s data, all areas of assessment should be considered to determine what kind of learning profile the student has and to ensure that the assessments validate each other. Based on all this information, the team decides which students need Tier 2 interventions. For each of the identified students, the team sets a measurable goal in terms of specified benchmark scores for the next review point.

 The team now focuses on tiered intervention strategies. Based on students’ needs in Tier II, the team determines which strategies apply. Selecting from among strategies that are research based, highly scripted, and targeted to particular types of instructional problems. Methods for implementing the strategy are planned by identifying instructional groups and the frequency and duration of the interventions. In addition, a plan for self-monitoring needs to be determined. One good method to determine the fidelity of the interventions is to use an intervention checklist that outlines the correct implementation of the strategy. The team then makes plans for monitoring the progress of students in Tier II at least twice a month.


Family Involvement

As you begin to implement RTI in your schools, one of the best things you can do to ensure implementation success is to heavily involve parents at all levels of process.  Spend a lot of time communicating, educating, informing and involving parents, and be sure to include them every step of the way. 

Be very specific when describing your schools' RTI model.

Be sure that parents understand the assessments you are using and how the assessments are used to make decisions about their child (screening, progress monitoring, intervention/diagnostic).  If cut scores are used, tell the parents how the cut scores were determined and how they impact support for their child.

Clearly communicate the essential components of the RTI process in your school on "multiple occasions." Just telling parents at the beginning of the year is not enough.  Parents and children come and go, and some of us need to hear new information multiple times.

Be able to explain what the school will do if a child is not showing adequate progress.  Be able to explain clearly what you mean by “adequate progress” and how you document that progress.

Make sure that data shared with parents is easily understood.  Be empathetic.  Ask yourself, "If I were a parent, would this data make sense to me?" Avoid jargon.  Be able to explain how the school uses the data to make decisions about school programming and individual student needs.