Multi-Tiered Approach to Intervention

"A multi-tiered approach to behavioral instruction and intervention is being implemented in many schools across the country as a means for teachers and schools to establish consistency and a network of support for students" (Hamlett, 2018, p. 3). This quote gives us a reason why you may be seeing tiers of intervention at your school. These tiers are not meant to look like levels of punishment, or something to fear, but rather should be seen as a system of support available to all students who may need that support at varying levels of intensity.

 Some important things to know about the multi-tiered system:

- We don't have tier I or II or III students, we have students who may have needs in these different levels. 
- "Movement through the tiers is fluid" (Knoff, 2011, p. 51). 
- We want students to be successful and move to lower intensity level tiers, or avoid higher intensity tiers.
- Needing support is not something to necessarily view as a negative thing.   
- Just because a student needs intensive intervention does not mean they will always need that same intervention. Having the intervention may help the student learn and grow in areas that will help them avoid negative situations in the future. 






References

Hamlett, T. (Course lecturer). (2018).  Interventions for students with challenging behaviors, Module 1: Identifying and explaining challenging behavior. [Transcript]. American College of Education.

Knoff, H. M. (2011). Integrating the school prevention, review, and intervention team (SPRINT) and response-to-instruction/intervention (RtI2) process: A model implementation guidebook for schools and districts. Little Rock, AR: Project ACHIEVE Incorporated.