In much of the country, the Response to the Intervention part of Individuals with Disabilities Education Act (IDEA) has been interpreted into a tiered approach to education. In most cases, Tier 1 is the typical education program, Tier 2 is a specialized program for students who need more intensive instruction, and Tier 3 is usually interpreted as special education. Though the addition of Tier 2 is a good step in the right direction, it does not necessarily catch all of the students who are having difficulties in school.

There are several reasons that some students are "Tier 2.5." Some students fall between the 70 and 85 IQ range where they are considered low average. They require more repetitions to learn material and will typically learn at a slower rate than their higher IQ peers. Even some students with higher IQs may also experience difficulties with certain tasks due to attention deficit disorders or mild learning disabilities but do not qualify for special education. Additionally, there are many students who have gotten behind in skills due to missing school or inadequate prior education.

Regardless of the reasons, having a one-size-fits-all approach at any tier will always leave a few students behind. However, there are several approaches that can be successful. Universal Design for Learning or differentiated instruction can be the most successful. These strategies allow the teacher to make changes to the child's instruction based upon their strengths and challenges. Some other suggestions by Balado (2003) are as follows:

n  Reduce distractions by providing students a quiet, private place to work.

n  Emphasize students' strengths and use legitimate praise and reinforcement frequently. Tier 2.5 learners crave positive feedback.

n  Make lessons short. Limit the working time to several short work periods rather than one long one.

n  Add variety to the academic routine. Use active learning experiences such as educational games, puzzles, and other techniques as much as possible.

n  Encourage parents to talk to their child to build language and vocabulary. Coach parents to ask about their child's day at school, the best part of his/her day, even questions about the TV shows he/she watches.

n  Provide meaningful, concrete activities rather than abstract. Making cognitive connections with that which is already known is important for all learners, and even more so with Tier 2.5 learners.

n  Give short specific directions and have the student repeat them back to you.

n  Use buddy reading or dyads in class to help Tier 2.5 learners build fluency.         

n   Work on material that is somewhat challenging but allows success.

Motivation is another concern with Tier 2.5 learners. There are many strategies that promote motivation but the basic tenets are success, immediate/appropriate feedback, and relevance. Although there will always be students who do not learn the same way as their peers, with some options for modifying and adapting instruction for Tier 2.5 students, they too can be successful in school. No more tears!

Janna Siegel Robertson, Ph.D., is associate professor of special education at University of Memphis. Currently, she has over 30 publications in peer-reviewed journals or book chapters.

Kathleen Cooter, Ph.D., is professor of Early Childhood/Special Education at Bellarmine University. Previously, she was an award-winning professor at University of Memphis and Texas Christian University.