TIER 2 & TIER 3 SEL
Processes, Problem Solving, Intervention Resources
TIER 1: Social-Emotional Learning for ALL
Supportive learning community with universal social-emotional skill instruction for all students.
INSTRUCTIONAL TOOLS/CURRICULUM
Responsive Classroom Approach w/ Morning Meeting or Responsive Advisory Meeting
Everyday Speech Curriculum/Lessons (K-4)
Wayfinder Curriculum/Lessons (5-8)
CHAMPS classroom management
EMBEDDED SUPPORTS
Mindfulness Practices
Movement Breaks
Community Building Activities and Assemblies
SEL strategies embedded in instruction across content areas including Creative Arts/Specials, PE and World Language
TIER 1: Data Collection Tools
School-Wide Screener (e.g. DESSA, SEL-Web, MESH, Relationship Mapping)
Office Referrals or Conduct Forms
Attendance
Assignment Completion and Academic Progress
Teacher observations
If, during a Tier 1 data meeting and based on analysis of universal data, a student is flagged in at least 2 of the above areas, they should be referred for Tier 2 problem-solving.
The team works to complete a Tier 2 Qualifying form to identify the specific area of need.
During the problem solving meeting the team collaborates to:
Analyze data and review progress (or lack of)
Analyze root causes of behavior to target specific areas of need
Develop goals and intervention plan based on area of need,
Plan frequency and the "who" responsible for intervention
Notify parents of intervention (email)
Determine who will monitor the progress and tool used
Set a date for review
If a student’s behavior or SEL needs present a danger to themselves or others, students should be referred directly for Tier 3 problem-solving (i.e. skip Tier 2 problem-solving).
TIER 2: Targeted Social-Emotional Intervention
Continued Tier 1 instruction, with small group targeted supports built in to address student needs
INSTRUCTIONAL TOOLS
Everyday Speech Bundles to target identified area(s) of need
Check-In/Check-Out Forms
Scheduled Breaks (within or outside of the classroom)
Small Groups:
Social Skills (e.g. Go Zen)
Problem Solving
Anxiety (e.g. Coping Cat)
Anger Management
Organizational Skills
Self-Monitoring Plan
Behavior Contract
Supportive Recess
Additional Resources
Let’s Get to the Point! Presentation includes behavior chart samples and data entry forms
TIER 2: Data Collection Tools
Check-In/Check-Out
Behavior Chart
Tally of behavior
Observations by MTSS team members or other student services staff
Tier 2 Qualifying Form (resources are linked on district page)
SAEBERS (to help tease out the biggest area of concern)
DESSA long form
Assessments from Everyday Speech and Wayfinder
At the review date set during the plan development, the MTSS problem solving team convenes and reviews progress for the student.
If the student has made progress based on data and evidence collected, the team decides to fade the intervention or return to Tier 1 instruction without additional intervention.
If the student has not made progress based on the data and evidence collected, and the skill needs continue to impact student learning, the team should first consider adjusting interventions.
If the student continues not to make sufficient progress with the added adjustments, progress based on the data and evidence collected, the team may fill out a Tier 3 Connect form for further problem solving (these are school specific).
During a Tier 3 problem solving meeting, the team reviews the data from the Tier 2 intervention, using information from Tier 2 Qualifying form and the information on the Tier 3 Connect form to identify the specific area of need and adjustments that need to be made.
During the problem solving meeting the team collaborates to:
Analyze data and review needs for more intense intervention
Analyze root causes of behavior to target specific areas of need
Develop goals and intervention plan with additional intensity
Plan frequency and the "who" responsible for intervention
Include parents in the process/invite to meet
Determine who will monitor the progress and tool used
Set a date for review
TIER 3: Individualized Social-Emotional Intervention
Continued Tier 1 instruction with more intensive, more frequent individualized intervention
INSTRUCTIONAL TOOLS
Everyday Speech Bundles to target identified area(s) of need
Check-In/Check-Out
Behavior Chart
Sensory Breaks/Physical Activity Breaks
Structured Recess
More frequent Social Skills Group and/or 1:1 Social Skills instruction
More frequent Problem-Solving Group and/or 1:1 Problem-Solving Skills instruction
More frequent Anxiety, Anger Management, Organizational Skills Group and/or 1:1 instruction
Additional Resources
Let’s Get to the Point! Presentation includes behavior chart samples and data entry forms
Flow chart - go back to tier 1 or fade
TIER 3: Data Collection Tools
Check-In/Check-Out
Behavior Chart
Tally of behavior
Observations by MTSS team members or other student services staff
Tier 2 Qualifying Form (resources are linked on district page)
SAEBERS (to help tease out the biggest area of concern)
DESSA long form
Assessments/checklists from Everyday Speech and Wayfinder
Informal FBA/BIP
At the review date set during the plan development, the MTSS problem solving team convenes and reviews Tier 3 intervention progress for the student.
If the student has not made progress based on the data and evidence collected, and the skill needs continue to impact student learning, the team should first consider adjusting interventions and/or intensity.
If the student continues not to make sufficient progress with the added adjustments, progress based on the data and evidence collected, the team should consult with the school psychologist and analyze all data and evidence to determine if there is a need for a more specialized plan or evaluation for special education.