Who might deliver and monitor tier ii interventions in the rti model?
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Students who require Tier 2 intervention are those who did not respond adequately to the high-quality instruction provided in the general education classroom (i.e., Tier 1). This tier of RTI usually involves more intensive targeted intervention and frequent monitoring. Targeted Intervention For more information on Tier 2 reading instruction, view the IRIS Module:
Frequent MonitoringThe individual providing Tier 2 instruction needs to continue to monitor student progress. The procedures and measures used for progress monitoring in Tier 2 are the same as those used in Tier 1. This phase of intervention should be provided for a minimum of 10 weeks, during which it is recommended that the Tier 2 instructor continue to plot each student’s scores on his or her existing progress monitoring graph. The instructor should draw a dotted vertical line to indicate when Tier 2 intervention begins. This will allow school personnel to compare the progress made during the different tiers of intervention. Click here to see an example of a graph containing both Tier 1 and Tier 2 interventions.
LaToya’s CBM Graph Example of a graph that contains both Tier 1 and Tier 2 intervention This graph shows LaToya’s Tier 1 and Tier 2 data. The dotted vertical line indicates when Tier 2 intervention begins. It is common practice to draw a dotted vertical line on a graph to indicate the point at which instruction or intervention changes. RTI Tier Decision ProcessIn addition to the two methods of evaluating student progress discussed in the Tier 1 section (i.e., performance level, rate of growth), a third method can be used to evaluate student progress. This method consists of using performance level and rate of growth in conjunction and is the preferred means for determining whether students are responding adequately to Tier 2 intervention. Research demonstrates that using both criteria provides a better picture of how students are responding to Tier 2 intervention than does either criterion alone.
x dual-discrepancy approach The use of twin criteria, performance level and rate of growth, to evaluate student progress.
The table below summarizes this decision making process.
It is important to note that there is no set sequence for the evaluation of performance level and rate of growth. For the purposes of this module, an order has been imposed on this process (see steps below) because experience indicates that it is more common for students to meet their performance-level expectations (i.e., benchmark) than to meet their rate-of-growth expectations (i.e., slopes). In effect, evaluating performance level may first reduce the amount of work teachers have to do to make tier decisions. As they evaluate how their students respond to Tier 2 intervention, teachers should do the following: Step 1: Evaluate the performance level for each struggling student.
Step 2: Evaluate the rate of growth.
In SummaryOn the other hand, if the student’s performance level and rate of growth are less than the specified criteria, more intensive instruction is warranted.
Communicating with Students When they view their academic growth in an easily understood format (e.g., on a graph), students can see the relationship between their effort and their progress. Graphs:
Communicating with Parents CBM data are an excellent resource to use when communicating student progress to parents. During a parent-teacher meeting, teachers can clearly demonstrate:
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