Critical Features
of Tier II
Interventions
Presented by:
Karin Marquardt
TIER I, II, or III?
Answer = NO
Answer = Need Tier 1
for Tier 2 to work
Tier I Accomplishments
 Students
know behavior expectations
 System for acknowledging appropriate
behavior
 Consistent response to behavior
violations
 Team using data to make decisions
 District supporting efforts
SET
What is Your Most Recent SET
Score?
School Wide Evaluation Tool (SET)
READINESS
READINESS
Who Might Benefit From Tier II?
Those students who
do not sufficiently
respond to
Tier I strategies.
IMPORTANT MESSAGE
So….
Be sure Tier I is solid,
before investing in Tier II 
CRITICAL
CRITICAL FEATURES
FEATURES
Critical Feature of Tier II
 Continuously
available to student
 Rapid access to intervention (72 hrs.)
 Minimum effort for
teacher/maximum benefit for
student
 Consistent with school-wide
expectations
 Implemented uniformly by all staff
CRITICAL FEATURES
Critical Feature of Tier II
 Flexible
based on students
needs/function
 Student chooses to participate
 Continuous progress monitoring
 Intervention “packages” matched
to student need
BENEFITS
Benefits of Tier II Interventions
 Improved
structure
 Student is “set-up” for success
 Increase in contingent feedback
 Applied across school settings
 Increased reward for appropriate
behavior
 Evolve to Self-management
 Supportive response to teacher
IDENTIFICATION
Student Identification for Tier II
 School
ODR
 Referral – Teacher/Parent
 Data




decision rule
3-5 office referrals
2 Detentions
2 Suspensions
Incomplete Work
Question?
Are You Doing Some of This?
Most schools have some supports
available for students at risk.
However, they often haven’t been
systematically reviewed and
connected.
So, here’s what we should be considering…
PBIS
Implemented Same Way as PBIS in Schools
DATA
SYSTEMS
PRACTICES
Data
What Data Could Be Used?
 ODR
 Suspensions
 Detentions
 Minors
 Intervention
Data
DATA
SELECTION
Selecting Students
Office Discipline Referrals: Using Existing Data
 Rule of Thumb = 2 to 7 ODRs
 Not an immediate danger to self or others
 What are the problem behaviors?
 Matching behavior function to intervention
Systems
What Systems Could Be Used?
 Structured
Team
Meetings
 Nomination Process
 Progress Monitoring
 Fading Interventions
 Criteria For Moving
Between Tiers
SYSTEMS
Practices
What Practices Could Be Used?
 Classroom
Management
 CICO
 Check & Connect
 Social Skills Training
 Organizational Skills
 Homework Club
 Newcomer Club
PRACTICES
Other Readiness Issues
 Coordinator
for Tier II supports (10 hrs.)
 Commitment to train ALL staff
 Problem solving team


Can be PART of PBIS team, a regular
function of WHOLE PBIS team, or a SEPARATE
team
If separate, then plan to connection to Tier I
Records and Decisions
 Keep
records of who is participating
in each program



Name
Progress
Decision
 KIDS
DON’T STAY IN THE PROGRAM
INDEFINITELY!!!
 Follow-up
program
AFTER they are removed from
Steps for Identification for Tier II
Interventions
 Select
student – Data decision rule
 Enroll student in appropriate Tier 2
Interventions
 Monitor progress data
 Evaluate success/modify program

Fade the intervention or use more intense
intervention
Support
Planning For More Support
 If
Tier 2 intervention and modified Tier 2
intervention do not lead to
improvements for children, then the Tier
3 process should be initiated
 Tier
3 = FBA that leads to individual
behavior support plan
Big Ideas
Big Ideas
 Tier
2 is a SYSTEM that connects Tier 1 to
Tier 3
 Not all schools that are interested in Tier 2
supports are ready

Invest in Tier 1!
 Select
Tier 2 programs based on evidence
 Monitor progress of all students in Tier 2
 http://www.youtube.com/watch?v=Lp-
I3inuiDs
 http://www.youtube.com/watch?v=I5_tt
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