Tier 2 Benchmarks of Quality
School Name: _________________________________________
District:_________________________
Team Leader’s Name:_________________________________________ Date: ____________________
2 – Fully in Place
1 – Partially in Place
0 – Not Yet Started
Directions: Complete Benchmarks of Quality to determine level of implementation of Tier 2 systems and
support.
Critical
2
1
0
Items
Elements
Readiness
1. Tier 1 Systems are in place with documentation readily
available. (i.e., 80% of the BoQ or SET)
2. Team members agree that school-wide PBIS is in place and
is implemented consistently by teachers and staff
3. SWPBIS team has broad representation
4. SWPBIS team meets at least monthly
5. A data system is in place for documenting discipline referrals
6. “Big 5” data are used to create precise problem statements
7. Intervention is implemented
8. Administrator is informed of monthly data
Items
2
Classroom Systems
9. Classroom rules are defined for each of the school-wide
expectations and are posted in classrooms
10. Classroom routines and procedures are explicitly identified
for activities where problems often occur (e.g. entering
class, asking questions, sharpening pencil, using restroom,
dismissal)
11. Expected behavior routines in classroom are taught
12. Classroom teachers use immediate and specific praise
13. Acknowledgement of students demonstrating adherence to
classroom rules and routines occurs more frequently than
acknowledgement of inappropriate behaviors
14. Procedures exist for tracking classroom behavior problems
15. Classrooms have a range of consequences/interventions
for problem behavior that are documented and consistently
delivered
16. At least 80% of faculty, staff, and administration have been
trained in behavior management techniques and
interventions
Tier 2 BoQ
9/13
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1
0
Critical
Element
Items
2
1
0
2
1
0
2
1
0
Universal Screening
17. Documented, data based decisions rules are used to
determine which students will begin receiving Tier 2
supports and services
18. Two universal screeners have been identified
19. A plan for teaching faculty/staff on how to use the universal
screener is completed and implemented
20. A schedule and coordination logistics for conducting
universal screener is complete and disseminated
21. Tier 1 documentation for identified students is established
22. All school staff have been trained and know the process for
requesting Tier 2 supports for students
23. Once identified student receives supports in a timely
manner.
24. The primary family members of the student receiving Tier 2
supports are notified about impact and changes to
strategies
Critical
Elements
Items
25. A designated administrator is on the team
Tier 2 Team
26 Team holds regular team meetings (at least monthly)
27. Team has clearly defined roles and responsibilities
28. Team has established clear mission/purpose
29. There is crossover membership and/or communication that
informs the Tier 1 Team of the status of Tier 2 supports
30. The Tier 2 Team is formally trained on the practices and
systems required of implementation of Tier 2 supports
Interventions
Systems
31. The number of students, program fidelity and progress of
students is reported to faculty at least monthly
Items
32. Students receiving Tier 2 supports still have full access to
Tier 1 supports
33. The Tier 2 strategy is consistent with school – wide
Expectations
34. The Tier 2 strategies are established within the school
and does not need unique development/modification
for each participating student
Tier 2 BoQ
9/13
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Items
2
1
0
2
1
0
Interventions Systems
35. The Tier 2 strategy includes a formal process for
teaching appropriate behaviors
36. The Tier 2 strategy includes regular opportunities for
student to perform the behaviors
37. The Tier 2 strategy includes frequent communication with
the family
38. The Tier 2 strategy has written materials that describe the
core features, functions, and systems of the strategy
39. The Tier 2 strategy includes orientation material and
procedures for staff, substitutes, families and volunteers
40. The Tier 2 strategy requires less than 10 min per day of
any instructional staff to implement
41. The administrator is updated about which students receive
Tier 2 supports
42. There are personnel identified to coordinate and deliver
the Tier 2 strategy
Items
44. An information system is used to monitor the impact of the
Tier 2 strategy
Progress Monitoring
Tier 2 Documentation
43. Adherence to MDE Tier 2 timelines
45. Documented, data – based decision rules are used
to monitor, modify, or discontinue student involvement
in the Tier 2 strategy
46. Fidelity of Tier 2 strategy is assessed
47. Data source used to assess student progress toward
goal is identified
48. The teachers directly involved with students receiving Tier2
supports are notified about impact and changes to strategy
in a timely manner
49. Percentage of students successful in Tier 2 interventions is
assessed (# students meeting goals / # referred)
50. All documentation is completed, i.e. progress monitoring,
fidelity of implementation, intervention protocol
Adapted from: Benchmarks for Advanced Tiers; May 2011
Anderson, Childs, Kincaid, Horner, George, Todd, Sampson, & Spaulding
Educational and Community Supports, University of Oregon & University of South Florida
Tier 2 BoQ
9/13
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