In this first tier, we have simple, subtle, yet effective tactics for the educator to execute. They do not require a great deal of time; only the right type of effort, and a pinch of patience. These very same techniques have been used on myself as a student, and I have used them myself as a substitute teacher on my own students. The tactics in the first tier serve two important purposes. The first is that it helps monitor the progress of the student during the duration of the class. The second is that it allows for a teacher to have a general sense of how much academic work these tier one students are able to complete during classroom time.

In the second tier, we start to become gradually more intrusive if necessary. A simple relocation of some students to the front and informing them that they are in fact not in trouble, but want to help ensure reducing distractions to maximize learning and success for them in the class. Often times when we allow the student to understand that we are present to aid in their growth and success, it can help change the approach and dynamic between the student and the teacher to a more positive light. One example is referring the student to a school counselor instead of the vice principal.

In the third and most intrusive tier, we begin to seriously utilize outside resources, as they may have become necessary at this point. The behavioral health meetings will likely include proposals for assessments for the student, if they have not yet been conducted already. This may allow for greater inside with understanding why certain academic or behavior patterns are present within the classroom. The school psychologist will likely administer the testing, and be present at the behavioral health meetings, as will assistant principals for any possible disciplinary action, if necessary.

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.

In this first tier, we start off with positively reinforcing small tasks so that assignments do not seem too daunting to the student. This helps us with the initiation of helping these students who may be overwhelmed. The continuation of the check-ins help build that learning momentum once they start. The asking of questions can help keep the student more attentive. With the right type of feedback from those questions, it may invite a student to want to try more or even try harder.

In the second tier, we want to ensure that the student understands that it is beneficial for them to be included not only for themselves, but also for the entire classroom. This helps to give them a greater sense of purpose through this form of inclusion. As they begin to see the value they have for others, they may begin to see increased value in themselves. This is why the inclusion and psychology meetings are so important.

If both the first and second tier are not doing enough for the student, then we move to the third tier that contains more structured planning. Since apathy and stress can be closely related, proper counseling to target the cause at the root may help. This is extremely challenging for a teacher to do alone in the classroom; especially since potential issues stem from outside of the classroom, such as at home. Certified counselors may be able to do more by gaining better insight. From that point, setting small achievable goals that the student can visually see that they are accomplishing can help gradually reduce the apathy slowly, overtime, as long as all parties are on board to put in the necessary work to help.