Most students succeed after receiving tier 1 supports that are put in place by the school leadership team. However, 10 to 20 percent of students will still likely need additional interventions.
The tier 2/3 systems team develops the additional interventions for students. Their work completes the continuum of supports for students in the school's MTSS.
Identifying Team Members
After implementing tier 1 supports, school leadership teams must establish a tier 2/3 systems team. In some cases, the school leadership team may also serve the function of the tier 2/3 systems team.
The team should include:
- A school administrator with decision-making power.
- A member of the school leadership team (if the team is different than the school leadership team).
- Teachers or staff with expertise in behavioral assessment and intervention.
- Teachers or staff with expertise in academic assessment and intervention, particularly reading.
- Determine how and when students access tier 2 and 3 supports and the process for progress monitoring.
- Create and maintain the tier 2 intervention grid. Ensure grade level teams understand and use the grid.
- Establish a mechanism to collect fidelity data using the SWPBIS TFI and R-TFI for each tier 2 and 3 intervention.
- Review data to determine intervention progress and next steps for students receiving tier 2 and 3 intervention supports.
- Communicate with school staff about development of tier 2/3 systems.