Tier 2

Definition

Tier 2 support is provided in addition to Tier 1 support. Intervention at this level is instruction through the use of research based intervention programs and instructional strategies, matched to behavioral and/ or specific academic needs of the students receiving the intervention. Tier 2 is designed to support students whose performance is below the district benchmark decision point on universal screener(s) and validated through stage 2 screening                                                   stage 1 stage 2 screening titles

Tier 2 academic interventions are typically provided by general education classroom teachers, but may be provided by an individual trained to facilitate the chosen intervention.  Tier 2 behavioral interventions are provided by any staff member at the building and could include General Education Teachers, Special Education Teachers, School Psychologists, School Social Workers and/or School Guidance Counselors, or Paraprofessionals.

Tier 2 support capacity is approximately 5-15% of the student population for whom Tier 1 services alone are not sufficient.

 Tier 2

Movement between Tier 1 and Tier 2 is fluid and flexible. Adequate time should be given for the Tier 1 instructional program to be implemented before determining if Tier 2 support is needed. The structure of Tier 2 is designed to provide efficient and effective systems for school staff members to provide appropriate academic and/or positive behavioral interventions to students who need additional assistance.

RtI/ PBIS Tier 2/3 Students with Disabilities FAQ

 What are Interventions?

  • Scientifically research-based
  • Have a high probability of producing change for large numbers of students
  • Designed to be used the same way across many students (not differentiated by student needs)
  • Administered by school-based staff
  • Continuous and on-going (not a one-time support)
  • Progress Monitored on a regular basis

Interventions are not:

  • Preferential seating
  • Differentiation in the classroom
  • Compass Learning
  • Shorter assignments
  • Retention/ suspension
  • Peer tutoring
  • Parent Contact/ Home visit
  • One-on-one conference/ contract with student

Intervention Timing:

Must occur outside of the core curriculum (student is not removed from math instruction to receive math interventions). Anonymous MPS examples.

  • Elementary Schools
    • Intervention occurs within the extended instructional time
      • Students are working on personalized learning or an enrichment activity while others are receiving the intervention
    • Providing an intervention block/time
      • Students remain in their classroom or may group students based on needs across classrooms
    • Behavior
      • CICO morning meeting occurs at the start of the school day, individual teachers meet with students throughout the day while other students are engaged in academics (this meeting takes 1-2 minutes)
      • SAIG occur weekly outside of the classroom setting for 20-40 minutes. It is suggested to rotate the day and time of these meetings to ensure the student is not missing the same instructional material each week.
  • High Schools
    • Intervention classes (students receive .5 elective credit) in addition to required coursework
    • Extended Learning Opportunity time during the school day
      • All students attend an ELO period daily, some students receive interventions during this time while other students are engaged in other school related activities and discussions (relationship building, enrichment activities, study skills, etc)
    • Personalized Learning Lab staffed with teachers
    • Behavior
      • CICO morning meeting occurs at the start of the school day, each class teacher meets with students once during the academic block while other students are engaged in academics (this meeting takes 1-2 minutes)
      • SAIG occur weekly outside of the classroom setting for 20-40 minutes. It is suggested to rotate the day and time of these meetings to ensure the student is not missing the same class each week.

Progress Monitoring is:

  • Formative and on-going
  • Examines student performance frequently over time
  • Entered on Exceed regularly
  • Usually conducted by the classroom teacher
  • Used to make decisions around the success of the intervention for the individual students
  • Used to make decisions at a systems level around interventions in the school

 interventions flow chart