Tiered Delivery System

Tier I

Includes roughly 10-15% of the student population
Students and interventions identified through a problem solving Tier II team
Use data to identify need and monitor progress closely to ensure goals are met
Students receive interventions of moderate intensity in additon to their Tier I core instruction

Includes roughly 1-5% of the student population
Students and interventions identified through a problem solving Tier III team
Use data to identify need and monitor progress closely to ensure goals are met
Students receive intensive and individualized interventions in additon to their Tier I core instruction

Implementation of school-wide and classroom level Positive Behavor Interventions and Supports (PBIS)
Consistent plan for monitoring classroom level and building level attendance, behavior and discipline data
District Positive-Behavior Support Plan

Implementation of school-wide and classroom level Social Emotional Learning curriculum (TRAILS Tier I)
Embedding SEL concepts into instructional design
Support from a school counselor that addresses all whole-child needs

Classroom interventions and supports facilitated most often in small groups and focused on supporting student skills in their academic deficit (i.e. phonics or fluency concerns in an elementary aged reader)
Support from a designated staff member to meet individual learning needs (i.e. Title I teacher, Intervention Paraprofessional)
Targeted academic intervention that has a defined frequency, duration and monitoring plan

Classroom interventions and supports facilitated most often in small groups and focused on supporting student skills in their behavioral needs (i.e. students participating in a seven week anxiety group)
Support from a designated staff member to meet individual learning needs (i.e. Student Intervention Specialists, School Social Worker, Mental Health Practioner, School Counselor)
Targeted behavioral intervention that has a defined frequency, duration and monitoring plan

Implemenation of small group intervention to address social-emotional learning needs (TRAILS Tier II)
Embedding SEL concepts into instructional design at a more intentional level
Support from a designated staff member to meet individual learning needs (i.e. Student Intervention Specialists, School Social Worker, Mental Health Practioner, School Counselor)
Providing resources and supports for outside of school intervention when needed

Classroom interventions and supports facilitated most often individually and focused on supporting student skills in their academic deficit (i.e. phonics or fluency concerns in an elementary aged reader)
Support from a designated staff member to meet individual learning needs (i.e. Title I teacher, Intervention Paraprofessional)
Intensive academic intervention that has increased in frequency, duration and continues to have a monitoring plan

Classroom interventions and supports facilitated most often individually and focused on supporting student skills in their academic deficit (i.e. students meeting individually with a designated staff member regarding behavioral needs)
Support from a designated staff member to meet individual learning needs (i.e. Student Intervention Specialists, School Social Worker, Mental Health Practioner, School Counselor)
Intensive behavioral ntervention that has a defined frequency, duration and monitoring plan
Completion of Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)
- FBA Meeting Agenda Sample

Implemenation of intensitve interventions that include suicide prevention to address social-emotional learning needs (TRAILS Tier III)
Embedding SEL concepts into instructional design at an intensive level
Support from a designated staff member to meet individual learning needs (i.e. Student Intervention Specialists, School Social Worker, Mental Health Practioner, School Counselor)
Providing resources and supports for outside of school intervention
Student participation in school-based therapy opportunities (i.e. Sexual Assault Center, McDowell Healing Arts Center)

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