Tier 2 targeted intervention

Targeted, or Tier 2, practices are provided to small groups of students who are identified as needing supplemental support.

Aligned with Tier 1 supports • Explicitly teach targeted SEB skills • Increase opportunities for practice with both positive and corrective instructional feedback using at least a 5:1

Identify students who may benefit from Tier 2 supports • Establish and monitor entry and exit criteria for Tier 2 interventions

Organizes and supports educators’ awareness and implementation of Tier 2 supports • Monitor Tier 2 support needs and provide feedback to inform adjustments to Tiers 1 and 3 • Monitor individual student and aggregate performance and adjust • Monitor intervention effectiveness for all Tier 2 supports

Core, Tier 2, or targeted practices include systems for identifying students needing additional supports and a range of small group interventions designed to support student internalizing and externalizing SEB needs.

District-wide/Schoolwide supports for responding to behavior • Assessment systems for early identification

Continuum of interventions matched to student needs (e.g., social skills instruction)

EARLY IDENTIFICATION, ASSESSMENT, & TARGETED INTERVENTION • SEB skill development • Small groups (e.g., anger management, conflict resolution, social skills, trauma) • School-based mental health supports • Targeted supports for internalizing behaviors • Check-In/Check-Out • Triage • Safety checks • Bullying and harassment prevention

A district is implementing the targeted intervention Check-In/Check-Out (CICO) as part of its Tier 2 supports. The district’s coordinator for MTSS/PBIS partners with the district’s director of district safety and security to have all of the school safety specialists on staff across the district trained in de-escalation techniques and as CICO implementers.

In this capacity, they check in with students with targeted needs at the start of the day to provide encouragement before class and again at the end of the day to provide a positive touchpoint before the student leaves.

Through this process of regular feedback, the school safety specialists build rapport and relationships with students which helps increase engagement, decrease isolation, and promote a system for the student to proactively seek support from an adult.

As well, the BTAM team works collaboratively with the MTSS/PBIS Tier 2 team to include the student in an existing social skills group led by the counselor to receive additional instruction and support their identified SEB needs (e.g., anger management, conflict resolution, social skills).

Additionally, like all students, students with disabilities may have targeted and intensive needs that can be supported by Tier 2 and Tier 3 programming (Center on Positive Behavioral Interventions and Supports, 2023).

Early identification and intervention can prevent or reduce the need for more intensive support later.