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Recommended Academic Tier II Strategies A-E

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Recommended Academic Tier II Strategies A-E

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Abbreviated Assignments
Academic Games
Anchor Charts
Anchoring ( New Knowledge to Prior Knowledge)
Annotations
Annotations with color codes/symbols
Behavior Contracts
Behavior Intervention Plans
Board Work( Providing students an opportunity to show their work)
Build-a-Story
Daily Review
Direct Instruction
Corrective Feedback
Cooperative grouping with like‐ability learners
Chunking (text/time)
Early Warning System (Absenteeism)
Examples/multiple examples
Extended time
Extra Practice

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Recommended Academic Tier II Strategies K-O

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Recommended Academic Tier II Strategies K-O

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Key Points & Major take-aways
Manipulatives
Mentorships
Mnemonic Devices/cues
Modeling
Narrowed Choices
1:1 Instruction

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Recommended Academic Tier II Strategies P-T

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Recommended Academic Tier II Strategies P-T

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Peer Partners
Peer practice
Positive Reinforcement
Preferred seating (student)
Pre teach
Progress Monitoring
Proximity seating (teacher)
Read alouds
Reduction - Reduced # assignments, objectives
Remediate Skill deficit
Small group sessions
Student Check-ins
Student conferencing
Self-Monitoring
Structured Breaks
Structured Mentoring
Study Skill Instruction
Tab outs/time outs
Talent opportunities
Test Corrections
Test retakes
Timers
Tutoring

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Recommended Academic Tier II Strategies U-Z

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Recommended Academic Tier II Strategies U-Z

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Verbal Dictations (student verbalizes)
Verbal/Non-verbal cues

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Recommended Academic Tier II Strategies F-J

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Recommended Academic Tier II Strategies F-J

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Focus seating
Foldables
Frequent Feedback
Frames (Sentences, paragraphs, outlines, etc.)
Goal Setting
Graphic Organizers
Guided Notes
Guided Reading Questions
Guided Practice
Highlighted Passages (Informational text & Literary text)
Highlighting
I do; We do; Y'all do; You do
Implementation of Art/Music
Incentive Programs
Individual Exit Slips
Informal Observations
Interactive presentations

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As the use of a multi-tiered system of support (MTSS) has become widespread in schools, terms such as tiers, benchmarks, universal instruction, and intensive intervention have become familiar to many teachers.

These concepts may also be known by other names. For example, an MTSS might be known by terms such as Response to Intervention (RTI) or Positive Behavior Interventions and Supports (PBIS) in some districts. How are these terms intertwined?

All of these terms refer to a system of providing all students with the instruction they need at the moment they need it. Most versions of an MTSS include three tiers, or levels, of support. In this blog, I'll discuss the unique features of each tier and answer common questions about them.

What are Tier 1, Tier 2, and Tier 3 in education?

Tier one, tier two, and tier three are terms used in education to describe different levels of intervention and support that students may need to achieve academic success. But what are the differences-and who are these different tiers meant for?

Before we discuss each tier in depth, it's important to get a basic overview of each tier and the different terminology that may be used to describe each one.

The Center on Multi-Tiered System of Supports (MTSS Center) has a number of helpful resources. In the publication Essential Components of RTI, the overall framework is described in relation to how tiers of support are also levels of prevention. Specifically, each tier is matched to a different level of prevention as follows:

Tier 1: Primary-efforts applied universally across all students to create optimal learning outcomes

Tier 2: Secondary-efforts applied for selected students in a targeted manner to reduce or eliminate learning difficulties as soon as they are identified

Tier 3: Tertiary-efforts applied in response to significant and chronic learning problems to improve student success as much as possible

The terms primary, secondary, and tertiary prevention come from the field of public health and might not be as clear or appropriate in K-12 schools and districts. For this reason, school-specific terms for these levels of support were developed:

Tier 1 = Universal or core instruction

Tier 2 = Targeted or strategic instruction/intervention

Tier 3 = Intensive instruction/intervention

These three tiers are often represented in the form of a pyramid:

This leads us back to the question, what exactly is the difference between universal instruction, targeted/strategic interventions, and intensive interventions?

Let's explore this point.

Tier 1: Core instruction

Think of Tier 1 instruction as the anchor of all tiered instruction. It is the universal tier and is provided to all students every day. During Tier 1 instruction, teachers use scientifically researched programs and evidence-based practices, curricula, and strategies that have been proven to be effective for the majority of students.

Generally, Tier 1 instruction aligns with the curriculum that each state requires. The goal of Tier 1 instruction is to provide high-quality instruction and support to all students, regardless of their learning needs or background.

When using Tier 1 instruction, educators work to create a positive and supportive learning environment that promotes:

Academic achievement

Social-emotional development

Behavior management

This may include providing explicit instruction in academic content areas, using differentiated instruction to meet the needs of diverse learners, and implementing classroom management strategies that support positive behavior.

Tier 1 in MTSS also emphasizes the use of data and ongoing progress monitoring to inform instruction and identify students who may require additional support.

To sum up, Tier 1 includes the adopted curricula and related instructional methods and materials. Tier 1 is usually easy to understand, but Tiers 2 and 3 might be more confusing because they require providing specific subtypes of instruction to certain students.

Tier 2: Strategic instruction/intervention

The MTSS Center provides the following definition of Tier 2 (secondary) intervention:
"Secondary prevention typically involves small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration (typically 10 to 15 weeks of 20- to 40-minute sessions), and frequency (3 or 4 times per week) of instruction. Secondary prevention has at least three distinguishing characteristics: it is evidence-based (rather than research-based); it relies entirely on adult-led small-group instruction rather than whole-class instruction; and it involves a clearly articulated, validated intervention, which should be adhered to with fidelity."
This definition provides three distinguishing characteristics of Tier 2 intervention. It needs to be:

Evidence-based

Provided in small groups

Implemented with fidelity

Additionally, the MTSS Center's definition suggests that Tier 2 interventions are typically about 20-40 minutes in length and occur at least three to four times per week.

In other words, Tier 2 is likely to involve small groups of students with similar learning needs who work daily with a teacher using a specific instructional practice or program. Tier 2 instructional materials and methods are often similar to those used for Tier 1 core instruction.

It is important to note that Tier 2 intervention is always in addition to Tier 1 universal (core) instruction. Tier 2 needs to supplement Tier 1 because students who have not yet met learning goals need more time to learn, practice, and review knowledge and skills.

The good news is that when evidence-based Tier 2 interventions are used with fidelity, the majority of students who participate will make the improvements needed to reach grade-level learning goals. Nonetheless, not all Tier 2 interventions will be effective for all students who participate. In order to know whether a Tier 2 intervention is working, the teacher needs to conduct regular progress monitoring.

Renaissance recommends that Tier 2 progress monitoring occur at least bi-weekly. Both FastBridge and Star Assessments include valid and reliable progress monitoring tools for reading and mathematics.

Tier 3: Intensive instruction/intervention

What about the students who do not make expected progress with Tier 1 plus Tier 2? It might be tempting to assume that such students have a disability and should be referred for a special education evaluation.

However, research indicates that not all students who fail to make adequate progress with the combination of Tiers 1 and 2 have disabilities. In fact, these students often make gains when provided with instruction that is more direct, systematic, and intensive than what has been used at Tiers 1 and 2. The MTSS Center's definition of Tier 3 intensive intervention emphasizes this point:
"Tertiary prevention, the third level of the RTI prevention framework, is the most intensive of the three levels and is individualized to target each student's area(s) of need. "At the tertiary level, the teacher begins with a more intensive version of the intervention program used in secondary prevention (e.g., longer sessions, smaller group size, more frequent sessions). However, the teacher does not presume it will meet the student's needs. Instead, the teacher conducts frequent progress monitoring (i.e., at least weekly) with each student."
Note that the MTSS Center recommends that Tier 3 materials and methods start with those used at Tier 2 but in longer, more frequent sessions with fewer students. For this reason, Tier 3 interventions typically occur five days a week. Using methods and materials that are already familiar to the student has the benefit of fostering a student's ease of recognition and engagement.

Intensive intervention often requires a significant amount of time, and there are only so many minutes in each school day. When Tier 3 intervention involves replacing Tier 1 and Tier 2 methods and materials, this is often referred to as a "replacement core" program.

If a replacement core program is considered, it is essential that the school contact the student's parents or guardians and obtain permission for the student to participate in alternate instruction.

With parental approval in place, the school can then arrange a schedule for the Tier 3 intensive intervention. Often, Tier 3 intervention is provided during the same block of time as Tier 1 core instruction, as well as the additional time for Tier 2 intervention.

Tier 3 intervention is substantially more intensive and might require additional staff and material resources. For this reason, it should be reserved for those few students whose progress monitoring data indicate that prior intervention has not been successful.

How should teachers use MTSS (and tiered supports) with their students?

An MTSS offers teachers an organized way to support the learning needs of all their students.

Tiered supports are provided along a continuum of teaching methods and materials, with Tier 1 serving as the foundation for all students. For students who do not meet learning goals with Tier 1 alone, adding Tier 2 strategic intervention often leads to success.

Nonetheless, a very small number of students will need more intensive intervention in order to meet their learning goals. Tiers 2 and 3 differ in regard to the length and duration of lessons, as well as how many students participate in a group. With multiple tiers of instruction available, schools can successfully meet the learning needs of most students.

Renaissance: Providing tools to support Tier 1, Tier 2, and Tier 3

Renaissance screening and progress monitoring assessments provide you with the essential data needed for your MTSS, giving you visibility into the needs of each student at each tier.

By deeply understanding whole child needs and aligning targeted interventions with Tier 1, Tier 2, and Tier 3 instruction, you can provide targeted and effective interventions to support each learner.

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What are Tier 1, Tier 2, and Tier 3 in education? | Renaissance

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Understand the differences between Tier 1, Tier 2, and Tier 3 interventions in education and how they can support your students' success.

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RTI Tier 2 Interventions are small groups. These groups are formed based on specific skills not mastered from Tier 1 instruction. Since they are formed around "skill mastery," these groups are temporary; they meet only until a specific set of skills are mastered.

Assessments (formal and anecdotal) from Tier 1 instruction help teachers identify students needing more support. In a targeted RTI Tier 2 interventions group, it's extremely important that instruction is not s-l-o-w-e-r. Or, LOUDER.

If students didn't understand the concepts in Tier 1 instruction, they need a totally different approach. Small groups are ideal settings for changing the tempo of instruction.

Elements of Effective (Intervention) Lessons

The following strategies are really best-practices for all instruction, but they will help you make the most of your RTI Tier 2 intervention time:

1. Short, frequent sessions. Take a cue from the caveman and keep it quick.

My son has ADHD and "severe dyslexia." After a long journey, we finally got a diagnosis and moved to a new school at the tail-end of 1st grade. As the dust was settling that first summer, he had a LOT of catching up to do! He had just missed the most critical year of literacy instruction; it was tempting to fill every available hour. His school provided summer school that met 3 hours/day, 3 days/week. But, I chose a different path.

I hired our babysitter to tutor him 1 hour/day, 5 days a week. I felt that one hour a day, five days a week, would be optimal; Mark would get a lot of practice, but still have plenty of time to play, create, and do all of the things that make his brain explode with excitement! That proved to be the right path. He was reading "at grade level" within a few short months.

Our brains were designed for primitive survival. In the wild, there is no such thing as intense, sustained attention for a long period of time. There is only survival. The "intense, sustained attention" is only needed in short bursts. In fact, exercise-science is confirming this is true for our bodies, as well. Research shows that short bursts of cardio-vascular exercise are healthier than long, sustained sessions.

Humans' environments have evolved light-years since we were living in caves. But, our brains have not evolved nearly as much. Our brains still very much prefer short sessions. The key to master is short, frequent, sessions.

2. Alternate activities. Change it up to keep the brain engaged.

Back to the story about my son... (Sorry, to drone on about my son, but I think stories are most effective...)

That summer, I chose to focus on his top 3 "bottlenecks" for learning: decoding/phonics, handwriting, and basic math facts. (All three of these functions are a result of a "working memory" deficit.) I chose three programs to help us target each of these three areas. During every tutoring session, my son spent 20 minutes working with three programs: a decoding/spelling program, a carefully chosen handwriting program (Handwriting Without Tears is far-and-away the best way to teach handwriting), and a math-facts computer game.

Each program required a different "output": The handwriting session was a paper-and-pencil drill. The spelling/decoding program was "hands-on" with magnetic letter tiles. The math program gave him a chance to work on the computer. Consequently, each 20-minute session was using different parts of his brain.
Changing the "output" or "modality" of instruction is key to avoiding the "s-l-0-w-e-r and LOUDER" trap that is so common in intervention.
3. Keep the Pace Moving.

In our media society, the pace has to be fast to keep all learners engaged. Learners who need RTI Tier 2 interventions, however, are more likely to have attention challenges; their minds are more likely to wander, get bored, and loose motivation quickly.

To handle this pressure, let a timer lead. Timers are neutral third parties; students don't argue with a timer. Timers also add a sense of urgency, which boosts students' engagement.

Timers also keep us on pace. I know I'm guilty of turning a "mini-lesson" into a waaaay-too-long lecture. I started using timers to challenge myself to keep "mini-lessons" mini.

This is a good time to remind ourselves that we must expect the bad days. Avoid the power-struggles. Avoid self-imposed guilt. Let bad days be. The timer will ensure that the torture does not last too long... for your students and for you!

One word of caution: you don't always want to push the pace. If a student is "in the zone," happily making progress, and doesn't want to stop, let him go. During these periods, emotions are positive and the brain is ripe for learning! Take advantage whenever you can.

4. Use the Power of Peer Discussions

Peer pressure is incredibly powerful, and that's not always a bad thing. A substance abuse counselor once told me, "If I am having trouble reaching an adolescent in a one-on-one therapy session, I will send them to group therapy. There is no greater influence in an adolescent's life than their peers, and group therapy is very successful in reaching our toughest kids!"
If group discussions can help teens break drug addictions, imagine the impact they can have on RTI Tier 2 interventions?
When students are hesitant, reluctant, and unsure if they can trust you, peers can have a big influence in turning that trust around! See my article, Make Your Job Easier by Harnessing Positive Peer Pressure, included in the appendix, for specific guidelines on hosting effective classroom discussions.

5. Sit. Stand. Lie on the floor.

Whatever it takes. Over the years, I have had many parents and teachers ask me to tell their child (or students) that they should be sitting at a table or desk to learn best.
Sorry. I can't do that.

There are times when a specific "posture" is important. For example, working on a flat surface when writing or tracking text for reading allows the hands to relax and work most efficiently with the eyes. However, in both of these situations, the child could be standing, or kneeling at a low table, or sitting on a large ball, or using a lap desk. My son went through his battery of tests, it was over the course of several visits. Each time, the evaluators noted that he preferred to stand and actually performed better while standing.

The body should be free to do what the body needs to do. Afterall, if the body is not comfortable, it will block the pathways to learning.

Success with RTI Tier 2 Interventions

Making students feel "safe" is the primary goal for all learning environments. RTI Tier 2 interventions are an extra opportunity to connect with a student and provide some personal attention, feedback, and encouragement.

If all has been successful with your targeted intervention group(s), students will return to the classroom for Tier 1 instruction, along with their peers. Maybe they'll come back to another Tier 2 session in the future. Maybe they won't.

If challenges continue, then RTI Tier 3 interventions are the next step. They are targeted, 1-1 instructional sessions. You can find more information on Tier 3 at the link below.

To your students' success!

Susan Kruger, M.Ed.
Author of SOAR ® Learning & Soft Skills
Founder of www.studyskills.com

RTI: Response to Intervention Menu

See more information on RTI: Response to Intervention at the links below:

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RTI Tier 2 Interventions:Elements of Effective Intervention Lessons - Study Skills by SOAR Learning

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It's extremely important that RTI Tier 2 interventions are not s-l-o-w-e-r. Or, LOUDER. Students need a totally different approach. Small groups are ideal for changing the tempo of instruction.