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Tiered Instruction and Intervention - Tier 2

Our School Uses Tier 2 Interventions as being pull-out interventions. My question focuses on the instruction and interventions given at this level. Should the intervention strategist be doing the exact same activity each time they meet with kids? From what I understand, it would be important to adapt to the student and scaffold as the skill/goal is being learned. It does make sense to do the exact same thing every time because then you are not focusing on the needs of the student. Am I correct in my thinking, or are there flaws?

Response from Bob Heimbaugh:

Your question is a good one, and no, your thinking is not wrong. From the information you provided in your question, it appears that your school is using a “Standard Protocol” approach. Schools may select one of two different intervention approaches to support Tier 2 students in the RTI process: the problem-solving and the standard protocol. The National Dissemination Center for Children With Disabilities defines the Standard Protocol and the Problem Solving process in their literature in the following manner:

  • The problem solving model, which evolved out of the school problem-solving team approach, uses individually designed prevention interventions (Fuchs & Fuchs, 2007) with students who have academic and/or behavioral challenges.
  • The standard protocol model uses specific, predetermined, instructional techniques that have been demonstrated to improve student achievement in research studies.

So your school has selected to use the standard protocol model. The standard protocol model used in your school was probably selected as a research-based intervention program that has been proven to be effective for the most common weaknesses identified in the school-wide student data at your particular school.

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