Tiered Service-Delivery Model
Tier 2 and Beyond: Secondary Interventions

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In a specific learning disability determination process, Tier 2 and beyond interventions have an assessment role and address the assessment question of how well a student responds to a specific research-based intervention. In this role, if a student is performing at a lower level of achievement or is learning at a significantly slower rate than his or her peer group, RTI is used to determine whether inadequate instruction would account for this discrepancy.

In a model providing early intervention for students who are at risk for failure, Tier 2 and beyond is considered to be an intervention intended to remediate the student's deficits and promote participation in Tier 1 with general education students.

Two approaches to structuring Tier 2 and beyond interventions have been described in the research literature: (1) problem-solving and (2) standard treatment or intervention protocol (Fuchs, Mock, Morgan, & Young, 2003). Although the two vary in their focus and implementation, the goal of each is to provide supplemental instruction to students for whom Tier 1 instruction is insufficient. Some schools may incorporate a combination of these two approaches. In some implementations, the two approaches occur sequentially with the standard intervention protocol occurring first.

Tier 2 and Beyond features:

Size of instructional group. Tier 2 and beyond instruction is provided in small groups (two to four students).

Mastery requirements of content. Cut scores identified on screening measures and continued growth as demonstrated by routine progress monitoring are indicators of content mastery.

Frequency of progress monitoring. Although recommendations vary, weekly to three times per week monitoring of progress is typical.

Duration of the intervention. Tier 2 and beyond interventions last for nine to 12 weeks and can be repeated as needed.

Frequency with which the intervention is delivered. Tier 2 and beyond provides for three to four intervention sessions per week, each lasting 30 to 60 minutes.

Instructor qualifications. Instruction is conducted by trained and supervised personnel (not the classroom teacher).