There are times when additional building staff is needed to address concerns. These concerns are addressed through informal consultation with additional professionals, to elicit their support, services and/or recommendations for an instructional plan.

Steps of cyclical problem-solving repeat, but more school personnel are involved as needed:
  • Parent
  • Teacher
  • Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

The intensity of the interventions increase.

Intervention Design


Academic Intervention Design

Focus: Student receives supplementary instruction, in addition to the core instruction. The intention of the supplementary instruction is to provide time-limited interventions with the goal of accelerating student learning to meet grade level expectations.
Design: Specific to the student's learning profile
Minimum of 2 interventions per area of need
Minimum of 3 to 4 intervention sessions per week
At least one intervention session per week must be provided in a small group setting (maximum of 5 to 7 students).
Interventionist: Classroom teacher and other school personnel as identified by need.
Setting: Appropriate setting as determined by the need; can be conducted in and out of the general education classroom
Progress Monitoring: Must take place a minimum of once every two weeks.

Behavior Intervention Design

Focus: Student receives supplementary instruction in behavior or social skills, in addition to the core instruction. The intention of the supplementary instruction is to provide time-limited interventions with the goal of accelerating student learning to meet behavioral expectations.
Design: Specific to the student's learning profile
Minimum of 2 interventions per area of need (For example: behavior contract and small group social skills training)
Minimum of 1 to 2 intervention sessions per week
At least one intervention must be provided in a small group setting (maximum of 3 to 5 students).
Interventionist: Classroom teacher and other school personnel as identified by need.
Setting: Appropriate setting as determined by the need; can be conducted in and out of the general education classroom
Progress Monitoring: Must take place a minimum of once every two weeks.

Reflective Questions for Decision Making for Tier II
Use the Implementation and Evidence Questions when making decisions for Tier II

Implementation
  • Did the delivery of interventions follow the plan for implementation with accuracy and consistency?
  • Is progress monitoring of the intervention used and adjustments made as needed?
  • Did the intervention match the student's specific need?

If the answer is “no” to any of the above questions, you must first make adjustments to the plan before considering moving the student up a Tier III.

Evidence
  • Does the instruction or the intervention decrease the student's learning gap (learning rate)?
  • Does the intervention reduce the problem behavior and/or increase the desired behavior?
  • Does progress monitoring data determine the intervention to be effective?
  • Does student performance improved as measured by assessment(s)?

Forms, etc.

Form
PDF
Word
Interactive
(open in word)
Tier II (English)



Tier II (Spanish)



Services Descriptions

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NA
Vision Referral


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Hearing Referral


NA
Parent Invitation (English)



Parent Invitation (Spanish)



Reflective Questions for Decision Making

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N/A
Referral Checklist

N/A
N/A