Embedded Files
HMTSS Tier 2
HMTSS Tier 2
Secondary Prevention/Supplemental Supports
Secondary Prevention/Supplemental Supports
Purpose
Purpose
To provide additional support to the core educational program (Tier 1) for students identified through screening, progress monitoring, or other assessments.
Expectations
Expectations
High-quality supplemental interventions in addition to Tier 1 activities.
Generally, meets the needs of 15% to 20% of all students.
Focus/Setting
Focus/Setting
Student continues to receive high-quality core instruction in the general education classroom.
Student is provided with supplemental-targeted interventions within or outside the general education classroom.
Foundational components
Foundational components
High-quality instruction continues for targeted students.
Screening, progress monitoring, and additional data are used to determine academic and/or behavioral interventions.
Interventions are explicit, systematic, direct, and aligned to curriculum and/or schoolwide behavioral expectations.
Research/Evidence-based interventions with specified instructional procedures are provided in small homogeneous groups.
Duration of initial implementation, intensity, and frequency of interventions, along with a progress monitoring schedule, are determined before initiating the intervention.
Progress monitoring data guide the decision-making process regarding the need to increase or decrease the intensity of the intervention program.
Progress is monitored weekly, and intervention is adjusted based on student progress.
Decision-making & problem-solving
Decision-making & problem-solving
Progress monitoring data guides the decision-making process regarding the need to increase or decrease the intensity of the intervention program.
Assessment
Assessment
Continued participation in universal screening at beginning, middle, and end of the academic year
Additional diagnostic assessments to identify areas of need
Progress monitoring minimally twice a month, or weekly and adjusting intervention based on student progress
Grouping
Grouping
Homogeneous small group instruction (1 adult: five students maximum)
Adult-led small-group instruction rather than whole-class instruction
Students to continue to receive Tier 1 core instruction
Instruction and Interventions
Instruction and Interventions
Targeted evidence-based interventions for students who are not responding adequately to the Tier 1 core academic program
Continue with comprehensive, quality instruction
Strategic supplemental interventions that target specifically identified student weaknesses
Programs, strategies, and procedures designed to supplement, enhance, and support the Tier 1 core curriculum
Clearly articulated, evidence-based intervention implemented with fidelity
Behavior
Behavior
Targeted small group instruction for identified behavioral skills deficits
Evidence-based behavioral interventions to remediate challenging behaviors
May or may not be based on the function of the misbehavior
May include but not limited to:
self-monitoring
behavioral contracting
social skills training
Social and Emotional Learning
Social and Emotional Learning
Targeted small group instruction for identified or additional social and emotional learning deficits
Physical Health & Wellness
Physical Health & Wellness
School health room services
Public health nursing services
Support services for health-related issues (e.g., allergies)
Family School Community Partnerships
Family School Community Partnerships
On-going communication and engagement between school and family on selection of interventions, the role of the family, and student progress
Clear communication of schoolwide expectations regarding academics, behavior, social and emotional, and physical health
Implementation Personnel
Implementation Personnel
Personnel determined by the school (e.g., classroom teacher, counselors, reading specialist, support staff)
Professional Development
Professional Development
Ongoing specialized professional development to provide teachers and appropriate school staff with the necessary tools and skills to ensure that every student receives quality instruction
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