Individual practices should be evidence-based, aligned to documented needs, layered, and aligned across tiers.
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For example, in a layered approach a student receiving Tier 3 supports would also have access to supports at Tiers 1 and 2 (see Figure 3).
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Language and intervention approaches should be aligned and complementary across tiers, meaning Tier 2 and 3 interventions should use similar language and support Tier 1 and 2 practices.
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Within a multi-tiered framework such as this, practitioners may wonder how students with disabilities are meaningfully included (McIntosh & Goodman, 2016).
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Common misperceptions and “myths” include (a) believing that Tier 3 is special education and (b) that students in special education need only Tier 3 supports to be successful (Simonsen et al., 2020).
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In actuality, students with disabilities are best supported when they are meaningfully included and receive supports across all tiers (Cheney et al., 2004; Grasley-Boy et al., 2019; Tobin et al., 2012).
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