TIER 2
I am noticing that a few students are not making gains. Now what?
To determine whether instruction and interventions have been successful, teachers along with the instructional/ behavioral team engage in a problem-solving process to determine if students are responding to high quality instruction and interventions. For students who are not making adequate progress, teachers combine their core instruction with additional interventions depending on the needs of the individual students. This additional, supplemental support is called Tier 2 intervention and consists of targeted, supplemental interventions aligned with the core curriculum. Tier 2 supports can be provided by the classroom teacher, ESE specialist within the general education setting, or school support faculty, such as reading or mathematics coach.
Tier 2 interventions are delivered in a small group format using strategies known to be effective in addressing these learners (Problem Solving & Response to Intervention, 2009). Progress monitoring data is used to adjust instruction and intervention. During this time, students showing significant progress are generally returned to the regular classroom program (Tier 1) while students not showing adequate progress are closely monitored for possible Tier 3 support.
Tier 2 interventions are delivered in a small group format using strategies known to be effective in addressing these learners (Problem Solving & Response to Intervention, 2009). Progress monitoring data is used to adjust instruction and intervention. During this time, students showing significant progress are generally returned to the regular classroom program (Tier 1) while students not showing adequate progress are closely monitored for possible Tier 3 support.
Data Sort
Data should be broadly sorted by the PSLT or designated school personnel and sent to all grade level PLC members in a user-friendly format so they can review and familiarize themselves with it before the data meeting. Doing this before the meeting ensures that there is sufficient time for ALL guiding principles to occur within a 45-60 minute period of time. In addition, grade level PLC members should also have previous year’s MTSS documentation for ALL students who were receiving Tier 2/Tier 3 interventions, including EasyCBM graphs (elementary).
Teachers review universal screening (FAIR) data class reports (also TDI report and error analysis) group students by instructional needs for Tier 2. Office Discipline Referrals (ODRs) and Out of School Suspensions (OSS) data should be reviewed for analysis of students suspended using the MTSS Behavior Parameters. PLC will use the district parameters to create Enrichment/ Enhancement/ Intervention groups, identify skill deficits, and plan for intervention delivery with a minimum of 90 minutes per week. Interventions for these small groups will be documented using the Group Intervention Planning Form (SB87073).
Data should be broadly sorted by the PSLT or designated school personnel and sent to all grade level PLC members in a user-friendly format so they can review and familiarize themselves with it before the data meeting. Doing this before the meeting ensures that there is sufficient time for ALL guiding principles to occur within a 45-60 minute period of time. In addition, grade level PLC members should also have previous year’s MTSS documentation for ALL students who were receiving Tier 2/Tier 3 interventions, including EasyCBM graphs (elementary).
Teachers review universal screening (FAIR) data class reports (also TDI report and error analysis) group students by instructional needs for Tier 2. Office Discipline Referrals (ODRs) and Out of School Suspensions (OSS) data should be reviewed for analysis of students suspended using the MTSS Behavior Parameters. PLC will use the district parameters to create Enrichment/ Enhancement/ Intervention groups, identify skill deficits, and plan for intervention delivery with a minimum of 90 minutes per week. Interventions for these small groups will be documented using the Group Intervention Planning Form (SB87073).
Progress Monitoring
Instructional and/ or behavior teams review class reports or small group progress monitoring data (FAIR, FSA, easyCBM, ODRs/ OSS, attendance) and compare to goals established for students:
- Celebrate progress made
- Review fidelity checks to determine if the intervention /instruction was implemented as suggested.
- Continue onging progress monitoring for all students and graph the data with aimline and trendline by data sets using the Tier 2 Checkpoint Monitoring Form (SB87077)
- Establish new goals if necessary
- When necessary determine students in need of Tier 3 intensive support