Tier 2 Team Time
Implementation Workbook
1. Establish Problem Solving Team
Team Should Assess Status of each Critical Feature.
Activity 1 will assist the team during planning time. The team should use the guiding
questions to critically assess status of the Feature 1: Problem Solving Team. Once
the team discusses areas of strengths and areas of need, the team will list at least 2
action steps that will be used to strengthen areas of need.
Problem Solving Team: A Tier2/3 team including an administrator identified to :
a.) develop an advanced tier process in the school
b.) provide information, modeling, feedback, support and recognition for staff
who implement T2/3 interventions
c.) make decisions about students receiving advanced supports
Status: Achieved, In Progress, Not Started
Date:
(MM/DD/YY)
Establish Problem Solving Team
Coordinator Identified
Status:
Administrator on team and attends meetings
Regular Meeting Schedule, effective operating
procedures
Status:
Advanced Audit is completed for efficient
integration of team with other teams/initiatives
addressing behavior support.
Status:
Roles and Responsibilities Established
Status:
Advanced Audit of Current Practices within 3
Tiered Logic Complete
Status:
Clear Outcomes defined and linked to School
Improvement Goals
Status:
Professional Development calendar includes
time for teaching T2 structure, core features and
staff expectations
Activity 1a: Advanced Audit of Current Practices
Use the blank triangle on the following page to complete Activity 1:
Step 1: Identify all programs/initiatives/common practices by tier
Tier I- How do you support all children? Core Curriculum- “everyone gets”
Tier II, III How do you support students who need more support? How do you build
on the foundation so that all Tier II, III activities are a natural extension of core
curriculum?
Guiding Questions:
Step 1: Advanced Audit of
Practices within Three-Tiered Model of Support
School: ______________________________
Date: ____/____/_____
List Individualized/Intensive
practices provided to a few for
support
List Core practices provided to all
and intended support most
List Strategic/Targeted practices
provided to some for support
Students with 0-1
dents with 0-1
Activity 1b: Advanced Working Smarter
Use the Working Smarter worksheet to complete the next two steps:
Step 1: Identify Current Teams (discipline, instruction, climate, school improvement,
grade level, parent support etc)
Step 2: Complete the Working Smarter document
Working Smarter Worksheet
Workgroup/
Committee/
Team
Outcome/
Link to SIP
Who do we
serve/support?
What is the
ticket in?
(Decision Rule)
Names of Staff
on team
Tier?
Non-Negotiable
District
Mandate?
How do we
measure
impact?
Step 3: Based on your results, what committees can you:
(a) eliminate?
(b) combine?
(c) provide more support?
(d) how can we infuse PBS into our committees?
Determine your next step.
Based on your team time discussion, list 2 action steps
Action Steps
When?
Establish Team

Coordinator
Identified

Administrator on
team

Effective team
operating
procedures

Advanced Audit of
teams/initiatives

Advanced Working
Smarter

Roles and
Responsibilities

Linked to School
Improvement
a.
b.
c.
d.
e.
Who?
2. Establish Communication System
Activity 2 will assist the team during planning time. The team should use the guiding
questions to critically assess status of the first part of Feature 2: Communication
System. Once the team discusses areas of strengths and areas of need, the team will
list at least 2 action steps that will be used to strengthen areas of need.
Formal communication systems should be established to ensure:
a.) a process for getting information to and from other school and grade level
teams
b.) a process for getting information to stakeholders
c.) process for getting feedback
Communication System
Team has formal process for getting referrals
Status:
Team provides expectations to faculty about
getting access for support for range of student
concerns
Status:
Team provides training to range of stakeholders
Status:
Team provides agenda and notes to other team
leaders

Activity 2
Review current procedures and overall process for getting and providing
information to:
Other teams, faculty, stakeholders (family, community)

Review current referral procedures and paperwork. Does the school have
flexibility to adjust teaming structure and procedures?
 Evaluate efficiency and effectiveness. Survey staff to get more info about making
process easier.
Complete Action Steps
Activity
Communication
System

Distribution of
agenda, minutes to
other team leaders
Activity Task Analysis
a.
b.
c.
Who
When



Referral process
Paperwork process
Process for getting
feedback
d.
3. Student Identification Process
Activity 3 will assist the team during planning time. The team should use the guiding
questions to critically assess status of Feature 3: Student Identification Process.
Once the team discusses areas of strengths and areas of need, the team will list at
least 2 action steps that will be used to strengthen areas of need.
Student Identification Process
Decision Rules for getting access to T2/3
supports in place
Status:
Develop a Request for Assistance Form
Status:
Develop a process for requests
Status:
Develop timeline for responding to requests
Status:
Overview and plan presented to faculty
Status:




Activity 3
How do students get access to additional support? Are the decision rules in
place and formalized? What data do you use to make decisions? (natural
screeners such as office referral, classroom reports, academic benchmarks, etc)
How do new staff and families get that information? Should you modify current
RFA? Review examples.
How will you introduce RFA to your faculty?
How will you introduce to families?
• Complete Action Plan :
Activity
Activity Task Analysis
a.
Student Identification
Process



Request for
assistance in place
Staff and family
training in place
Team uses “natural
screeners” to make
decision rules to get
access to support
b.
c.
d.
e.
Who
When
4. Intervention Implementation
Activities 4 will assist the team during planning time. The team should use the
guiding questions to critically assess status of Essential Feature #4: Intervention
Implementation Developed. Once the team discusses areas of strengths and areas of
need, the team will list at least 2 action steps that will be used to strengthen areas of
need.
Intervention Implementation
Intervention Audit complete
Daily progress report is standard for each
intervention and linked to SW expectations
Interventions have written materials that
describe essential features
Intervention has formal way to teach students
process, skill to be successful
Implementation of intervention requires no more
than 10 minutes/day from any staff
A process for teaching staff how to implement
each intervention in place
Status:
Status:
Status:
Status:
Status:
Status:
Activity 4
• Complete T2 Intervention Audit
 Daily Progress Report (DPR) School has a standard Daily Progress Report/ CICO
point card with the following information:
a. Defined # of check-in periods (up to ten)
b. Defined # of expectations/goals (up to five)
c. a three point rating scale
 Daily Progress Report can be modified to each T2 intervention
 Review DPR examples
 Review written materials.
Intervention Audit
Feature
2=Fully in place 1= partially in place
1. There are personnel identified to
coordinate and deliver the T2 strategy
and personnel have adequate time for
this responsibility.
2. The T2 strategy is consistent with
the SW expectations.
3. The T2 strategy is established
within the school and does not need
unique development/modification for
each student.
4. The T2 strategy includes a formal
process for teaching appropriate
behaviors.
5. The T2 strategy includes regular
opportunities to perform appropriate
behaviors. (practice new skill in
classroom and other settings)
6. The T2 strategy includes frequent
communication with the family.
7. The T2 strategy has written
materials that describe core features
and purpose.
8. The T2 strategy includes
orientation material and procedures
for the staff, substitutes, families and
volunteers.
9. The T2 strategy requires less than
10 min per day of any instructional
staff to implement.
10. Documented, data-based decision
rules are used to determine which
students begin the T2 strategy.
11. Documented, data based decision
rules are used to monitor, modify, or
discontinue student involvement in
the T2 strategy.
12. Fidelity for the T2 strategy is
assessed.
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Intervention
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Identify data source to assess student progress toward goal.
Define success for each student for each T2 strategy.
Use tracking form to determine % of students meeting goal, # referred
Activity





Intervention
implementation
DPR linked to SW
expectations
Process to teach
staff and students
Professional
development
calendar includes
days for teaching
Follow along
activities are used
to ensure students
generalize from
group to classroom
Staff agenda
includes time for
updates
Activity Task Analysis
a.
b.
c.
d.
e.
Who
When
5. Monitoring Progress and Evaluating Impact
Activities 5 will assist the team during planning time. The team should use the
guiding questions to critically assess status of Essential Feature #5: Monitoring
Progress and Evaluating Impact . Once the team discusses areas of strengths and
areas of need, the team will list at least 2 action steps that will be used to strengthen
areas of need.
Monitoring Progress and Evaluating Impact
Information System in place
Data used to guide agenda
Tracking tool used during each meeting
Decision Rules are established and used to
determine next steps.
Status:
Status:
Status:
Activity 5
•


•
•
Determine computer application to use to track student progress
Review Tracking Tool
Review Decision Rules
Review Examples
Develop Action Steps
Activity
Activity Task Analysis
a.
Monitoring Progress
and Evaluating Impact



Information system
in place
Data tracking tool
used to guide effort
Decision rules used
to determine next
steps
b.
c.
d.
e.
Who
When