- Tier 2: Tier 2 is strategic, targeted instruction and support
provided to some students—those who are not progressing
or responding to Tier 1 efforts as expected. Generally, no more
than 15% of students receive support at this level because Tier
1, first teaching, meets the needs of individual learners. Tier
2 instructional supports are provided to students in addition
to what they receive in Tier 1. The supplemental instruction
provided in Tier 2 may be an extension of the core curriculum
in Tier 1 or may include instruction and materials specifically
designed for temporary intervention. Tier 2 instruction may
take a variety of forms. For example, at the elementary level,
Tier 2 support might entail 30 minutes of daily targeted
instruction to small groups for six to eight weeks. At the
secondary level, Tier 2 support might include temporary
support (before, during, or after school) in which students
preview or revisit concepts taught in the core curriculum.
Schools or districts determine the model in accordance with
local needs and structures. In both elementary and secondary settings, targeted students
are provided more time and more focused instruction directed to specific learning needs, and
students’ progress toward identified goals is monitored frequently. The expectation is that
supplemental support is temporary and that students will make significant growth that enables
them to succeed in Tier 1. - Tier 3: Tier 3 consists of intensive intervention. It is necessary for very few students,
approximately five percent. Students who receive these services are those who have
experienced difficulty with the grade-level standards in the general education curriculum
and have not benefitted sufficiently from Tier 2
supplemental instruction. More intensive, Tier
3, intervention occurs in a learning center or is
provided at a different pace than Tier 2 instruction.
The instruction for elementary students in Tier 3
may be for 40–60 minutes daily for a period of six
to eight weeks, although some students may need
intensive intervention for longer periods of time. Tier
3 intervention for secondary students may consist
of a double block of daily instruction for a semester
or longer. Instruction focuses on skill and concept
development. However, access and alignment to
grade-level CA CCSS for ELA/Literacy and CA ELD
Standards (for ELs) is critical for these students and
careful planning is required to integrate interventions
and standards and to provide access to the full
range of curricula and extracurricular programs. In
both elementary and secondary settings, the instructional goal is to provide research-based
intervention more often and for longer periods of time with reduced student/teacher ratios.
The intention is to accelerate students’ progress so they can return to and succeed in the core
instructional program, that is, Tier 1.
Tier 2 instructional supports
are provided to students
in addition to what they
receive in Tier 1. The
supplemental instruction
provided in Tier 2 may be
an extension of the core
curriculum utilized in Tier 1
or may include instruction
and materials specifically
designed for temporary
intervention.In both elementary and
secondary settings, the
instructional goal [in Tier 3]
is to provide research-based
intervention more often and
for longer periods of time with
reduced student/teacher ratios.
The intention is to accelerate
students’ progress so they can
return to and succeed in the core
instructional program, that is,
Tier 1.914 | Chapter 9 Access and Equity