Overview

Tier 2 addresses the needs of students struggling with behavioral or social-emotional skills despite receiving strong Tier I supports including school climate, a comprehensive school counseling program, and effective classroom management. Tier 2 interventions are provided in addition to the Tier I supports in place for all students in the school. Interventions at Tier 2 are typically systematic, evidence-based interventions that target students’ identified behavior or social /emotional areas of deficit (e.g., self-management, coping, and organization). These interventions should be efficient, easily accessible for students, provided as soon as possible upon identification that the student is at risk or struggling, and often times, implemented among small groups of students who exhibit similar behavior concerns. One goal of Tier 2 interventions is to address student needs and teach socially successful behaviors before inappropriate behaviors create major concerns and the need for more intensive intervention. In turn, this promotes a positive school climate where students are identified as needing additional support earlier and are taught self-monitoring and other socially successful behaviors necessary to succeed in school. 

Tier 2 key features should include: (1) similar implementation across students; (2) continuous availability and quick access to the interventions; (3) consistent training on referral procedures and intervention implementation, when appropriate; (4) consistency with school expectations; (5) flexibility based on functional assessment; and (6) continuous progress monitoring (OSEP, 2005). 

Both academic and behavioral RTI² systems share a range of common outcomes including maximizing time for instruction, enhancing student-teacher relationships, fostering school connectedness, and improving academic and social competency for all students (Walker & Shinn, 2002). 

Strategies or practices used in Tier 2 interventions usually include: 

  1. Focus on additional instruction and practice

  2. Increased structure for academics and/or behavior