Compare and contrast:
These three tiers for these two case studies have a decent amount of overlap on the approach with how we can help both of these types of students. Within the first tier, we notice more differences for the intervention tactics, with the exception of checking in from time to time (in order to monitor progress).
As we progress to the second and third tier, the patterns become more similar; especially with utilizing outside resources. In certain cases, additional strategies need to be used and what a teacher can do to help a student may be limited to classroom time, which can be insufficient. This is why in the middle and last tier, we see parental involvement or meetings with other experienced experts that may be able to provide the right type of help. For student A that is easily distracted, we focused more on the behavior itself and attempt to minimize opportunities for lack of attention. Then we progress to narrow that focus until it becomes more intrusive. For student B who shows a great lack of effort, we focus on the effect and try to address the socio-emotional well-being of the student and work to a positive upward shift gradually over time. The involvement increases with the tiers because it is necessary to make greater amounts of course adjustments by the educator as well as outside resources such as school counselors, psychologists, parents, etc. Meetings with the student, especially when done properly, tent to show that there is a cause for concern, and with target specific goals that include achievable benchmarks, great progress, with great success, can be highly possible in extracting the already great student inside.