Tier II: Enhanced Instruction

      Let's kick this post off with an example: Young Pearson is in the third grade, but the screening from the fall shows that the student is reading at the first-grade level. Second grade was tough, but Pearson's next teacher sees, from progress reports, test scores and other data, that they are at risk to fail the third grade without additional support, above what their classroom offers. So Tier II support must come into play, which involves more specialized support and services, often provided collaboratively, and more frequent progress monitoring, usually on a weekly basis.

In the Classroom 

      Classroom time for Tier II students may sometimes be divided into time spent in and out of the classroom. They often receive small-group tutoring several times a week for time periods not longer than 30 minutes, and the group they are in depends on the skill they are deficient in. These support programs are usually carefully formulated and research-based, and instructors are trained in the methodology before they deliver the lessons. In the classroom, teacher aides or peer helpers or other assistants may be present, or small-group activities may be used more frequently with more targeted foci to help the student with the content. Teachers will carefully track the students' progress on a regular basis, with the understanding that they are not necessarily looking for quick results. They will likely include other opinions in analyzing homework, in-class performance, test scores and informal observations, to determine if and when to change strategies, and whether (if at all) the student should be moved to another tier of support. This could be Tier III or Tier I, depending on the student's response. As Dr. Friedman states (2011), "an important feature in an RTI model is expectation of potential movement back to the starting point: the regular classroom setting." 

In the Home 

      If I was a parent, I would probably have mixed emotions if I was told my child needed to receive specialized services. I suppose I would be glad that the slack was noticed and that they were going to receive additional support, but I would definitely be concerned. If my child does not improve, what then? What implications could this have for their future learning? Parents are entitled to be informed by the school of the RtI process that is implemented there, and they would also likely communicate regularly with the teacher and anyone else involved in their child's process. The teachers would want more information about the child's skills and/or behaviors outside the classroom, and to pass on information about how the parents could support the child as they receive enhanced assistance. Again, all of this depends on what the student is struggling with and what strategies have been found to be most effective in assisting them.

References 

Friedman, E. K. (2010). Secondary Prevention in an RTI Model: A Step toward Academic Recovery. Reading Teacher, 64(3), 207-210.