Implementing Tier 2 practices

Addition to Daily 5◦ More structured◦ Need data collection

Start additional support for students who may end up in Tier 3

Draws parent attention to the problem

Why do we need Tier 2 practices?

Figure out what the problem is. Find an evidence-based intervention

◦ Will allow for best chance at making progress Will still need a way to progress monitor –

can be the same or different from the screener used to identify the problem.

Get the group together

Interventions – Selection

What Works Clearinghouse ◦ http://ies.ed.gov/ncee/wwc

Intervention Central◦ www.interventioncentral.com

Michigan State University◦ www.msu.edu/course/cep/886/

Book◦ Rathvon, N. (2008). Effective school interventions:

Evidence based strategies for improving student outcomes (2nd ed). New York, NY: The Guilford Press.

Interventions – Resources

Baseline◦ Need 3 points to get a trend line (Brown-Chidsey

& Steege, 2010) Goal setting

◦ Find charts that list the realistic and ambitious goals

Use the data to inform your decisions◦ Four-point rule – if four points are above the goal,

increase the goal, if below the goal, modify the intervention.

Interventions - Data

At least one assessment per week How to graph data

◦ Chart Dog: http://www.interventioncentral.org/teacher-resources/graph-maker-free-online

◦ CBM Focus: www.cbmfocus.com◦ Microsoft Excel

Progress Monitoring

Lily has always had trouble with site words. She is in second grade and failing. What intervention would you give?

Mike still counts on his fingers for addition problems and has no idea how to solve subtraction problems. You are supposed to be starting multiplication tomorrow. What would you do?

Practice Exercises

Eric has difficulty with comprehension, so he was administered Maze Passages. His baseline scores for days 1, 2, and 3 were 2, 6, and 4. He was assessed twice per week. First week he got a 5, 3. Second week 4, 5. ◦ Graph it and figure out what should happen next.

Practice Graph

1 2 3 4 5 6 70

1

2

3

4

5

6

7

8

9

10

TrendlineGoal Line

Graph

Brown-Chidsey, R. & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Effective Practice-Second Edition. New York, NY. The Guilford Press.

Fuchs, L. S. & Fuchs, D. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27-48.

References