Susan Roberts

Literacy Specialist

Tier Two:  Intervention or Secondary Prevention

•    “The best way to think of secondary prevention is that it is designed to meet the needs of at-risk readers who have not made adequate progress through primary (Tier 1) instruction.”  (Fuchs, Fuchs, and Vaughn, p. 51)

•    When the school intervention team has determined the need for a student to transition to Tier Two, the classroom teacher continues to provide appropriate instruction and monitor the progress of all RtI students every two weeks.

See tier-to-tier progression cover page regarding decisions

•    The literacy coach or intervention teacher along with the any available trained paraprofessionals and/or special education inclusion teachers provide data-based intensive and specific interventions targeted at the deficit skill area/s at least two times per week for a nine week period.  The classroom teacher continues Tier One interventions, thereby interventions are provided five times per week by the teacher and the literacy personnel. 

Specifically targeted interventions will take place in the classroom whenever possible rather than in a setting in which students being pulled out. With the literacy coach going into the classroom, a higher degree of support for classroom instruction is provided while also intensifying instruction for the Tier Two students. Instruction is closely aligned with the curriculum in order to avoid the fragmentation of instruction.

Tier Two Progress Monitoring

Tier Two progress monitoring occurs weekly and is documented by the literacy coach, intervention teacher, or trained paraprofessional. Documentation includes the use of weekly fresh reads to determine word accuracy, comprehension, and words correct per minute.
 

For kindergarten to early first grade, the words correct per minute in disconnected text are recorded along with alphabet knowledge of upper case, lower case, and sounds.  Additional assessments are highly encouraged.
 

Literacy personnel also chart both slope and growth based on the “2006 Hasbrouck & Tindal Oral Reading Fluency Data”.  Parent notification regarding progress is made every four and one-half to five weeks of interventions. 

–See Tier Two Data Collection forms

–See sample letters of Tier Two parent notification.

Adequate Response

If it is determined by the School Intervention Team that the student has responded adequately to interventions, then the student is either removed

from the RtI process, transitions back to Tier One for less intensive interventions, or remains in both Tiers One and Two for an additional amount of

time to be determined by the School Intervention Team. The time frame is typically 3-6 more weeks of  intervention.

If it is determined that the student is not responding to interventions, the intervention team may transition the student to Tier Three for mo intensive and more frequent interventions.

–See the tier-to-tier decision making guide

Student Intervention Team

Progress Monitoring

Fidelity

Resources

Forms