There are tiers of intervention in this model:

• Tier One: Students/clients are screened through an ethically-proven process. After, the selected clients will go through a few weeks (often 4-8) of the intervention and be monitored for efficiency and appropriateness.
  
• Tier Two: If the low-intensity tier one was unsuccessful, the student will become engulfed in tier two. The intensity level of the therapy is increased, and the client is monitored more often. This tier is longer, and will also be evaluated for a productivity and improvement match. Ideally, after intervention, the student learns the skills needed to return to the general education program and population.
  
• Tier Three: If tier two was inappropriate, tier three is sometimes necessary as a more invasive and intense intervention. This tier is highly-individualized, and is the last tier for success before referring the client out.
  

(NICHCY)

1. Foundation- the support systems in place by school counselors are founded in the idea that "success occurs when every member of the school counseling team works together with a common philosophy that includes proactive interventions" (Hatch, 2014, p.40). All students need support, but some require more than others. The RTI process also follows this belief, that all students deserve support but that there are differing levels required for different students.
2. Delivery- School counselors respond to what the data tells them. They look at behaviors, subgroups, socioemotional issues, and academics and look to find where curriculum or responsive services may be needed. The RTI process also looks at data to determine population need and what interventions to use at what level.
3. Management- Action plans are shared with the administration within the school, and the school counselor works closely to make sure that everyone is on the same page to best help the student. It is a team effort. The school counselor is a collaborator and a resource finder, and helps all parties involved connect with each other. The RTI process also involves administrative acceptance and involvement.
4. Accountability- This section asks the questions: How do we improve? What did we do well? Did our intervention make an impact? What students need more intervention? What areas should we consider approaching differently? Data is an integral part of the ASCA national model. It provides school counselors with the ability to show what they are doing makes a difference and helps them know who in their school needs help and in what way. The RTI method is also very data driven and looks at students within the classroom to know whether or not interventions worked and whether or not more interventions are needed or new interventions should be put in place.

Hatch, T. (2014) The use of data in school counseling: Hatching results for students, programs and the profession. Thousand Oaks, CA: Crowin.

Ryan and Kaffenberger (2011) explored the use of RTI in an elementary school in Virginia, and found that the successful RTI program was useful for the students and also "the RTI service model has provided new opportunities for school counselors." An emphasis is placed on extensive training of staff members, a school wide collaboration process where all staff has a part in the RTI process due to their unique training and position, and placing the school counselor within the Leadership team that "evaluates the screening data and teacher recommendations." The school counselor was able to serve as a coordinator, collaborator, advocate, communicator with parents, and help with implementation. The school counselor proved to be an invaluable asset to the RTI program and served to promote acceptance of the program within the teacher population.

An interesting piece to note here was the ability of the school counselor to take the opportunities provided by the RTI system to "infuse personal/social and career objectives into the academic curriculum objectives."

School Counselors and Teachers are both interested in early intervention, and Ryan and Kaffenberger (2011) note that this is possible and necessary as part of the RTI process.

Ryan, T., & Kaffenberger (2011) Response to intervention: An opportunity for school counselor leadership. Professional School Counseling14(3), 211-221.

Educators, administration, and Professional School Counselors work with students, other personnel, and parents to help students achieve academic success. Data-based interventions are integral to both the RTI method and the methods of School Counseling as defined by the ASCA National Model. The school counselor can play a unique role in the RTI process to enhance student success.

Ockerman et al. (2012) and Gruman (2011) note that the RTI process is where the current education system is going- professional school counselors need to educate themselves about the process and find a way to participate in it so that they are seen as an important part of the school team.

Gruman, D. (2011) Determining responsiveness to school counseling interventions using behavioral observations. Professional School Counseling 14(3), 183-190.

Ockerman, M.S., Mason, E.C.M., Hollenbeck, A.F.. (2012) Integrating RTI with school counseling programs: Being a proactive professional school counselor. Journal of School Counseling, 10(15) 1-37

• Social Advocacy- school counselors are trained to look for marginalized populations within the student body and work to advocate in whatever way possible to create a learning environment more conducive to success. This can include intervention. They can work to help students who are receiving incorrect interventions and identify those who need more. (Ockerman et al., 2012)
• Collaboration- creating an environment in which collaboration between professionals is expected and normal is something a school counselor should do, and school counselors can work to build bridges between professionals and seek help from multiple avenues for their students.(Ockerman et al., 2012)

• Gate-Keepers and Leaders: school counselors can pave the way to success for their teacher, intervention specialist, parent teams by coordinating communication and analyzing the success or failure of current interventions while keeping an eye out for other students who need help (Ockerman et al., 2012)
• Support and Intervene when appropriate (Ockerman et al., 2012)
• Use data!!!! and Research based interventions (Ockerman et al., 2012)
• Data can be "used for many purposes: to determine the extent of the child's problem, to use as evidence of small changes in behavior, and to consult with team members or medical coordinate care--all in an effort to the efficacy of interventions." (Gruman, 2011)

Ockerman, M.S., Mason, E.C.M., Hollenbeck, A.F.. (2012) Integrating RTI with school counseling programs: Being a proactive professional school counselor. Journal of School Counseling, 10(15) 1-37