Secondary (Tier 2) Intervention Grid: For Middle and High School Students Support Description School-wide Data: Data to Monitor Exit Criteria Entry Criteria Progress Opportunities Increasing students’ One or more of the following: Student behavior targeted ODRs 0-1 in a to respond opportunities to respond (OTR) for improvement (e.g., Behavior: grading period is a strategy that students SRSS - E7: Moderate (4-8) academic engaged time, and review material, acquire skill SRSS - E7: High (9-21) on-task, disruption; % of GPA 2.5 or higher fluency, and commit information SSiS PSG Ranking of 1, 2, or intervals) or weekly – No missing to memory while simultaneously 3 on the Motivation to Learn progress monitoring (e.g., increasing on-task behavior and subscale weekly quiz score) assignments the reducing misbehavior. OTR Office discipline referrals target class in a strategy is designed to offer (ODRs) 2 or more within a Treatment integrity grading period students frequent opportunities grading period Implementation and (i.e., 3 or more OTR per min) checklist SRSS - E7: Low using either single-student (e.g., AND/OR Treatment (0-3) hand raising) or unison integrity checklist responding (e.g., choral Academic: or responding), within a set time Missing Assignments: 2 or Social validity SSiS-PSG period (e.g., 10 min.) to respond more within a grading period in IRP-15 (teacher) Ranking of 4 or 5 to teacher questions or prompts a class CIRP or OTR on the Motivation about targeted academic AIMSweb: intensive or Social Validity to Learn subscale material. This is best done with strategic level (math or reading) Form (student) materials or concepts in which GPA Below 2.5 students have a basic Progress report: C or higher in understanding. subject area targeted
Secondary (Tier 2) Intervention Grid: For Middle and High School Students Support Description School-wide Data: Entry Criteria Data to Monitor Progress Exit Criteria Opportunities to respond Increasing students’ opportunities to respond (OTR) is a strategy that students review material, acquire skill fluency, and commit information to memory while simultaneously increasing on-task behavior and reducing misbehavior. OTR strategy is designed to offer students frequent opportunities (i.e., 3 or more OTR per min) using either single-student (e.g., hand raising) or unison responding (e.g., choral responding), within a set time period (e.g., 10 min.) to respond to teacher questions or prompts about targeted academic material. This is best done with materials or concepts in which students have a basic understanding. One or more of the following: Behavior: SRSS - E7: Moderate (4-8) SRSS - E7: High (9-21) SSiS – PSG Ranking of 1, 2, or 3 on the Motivation to Learn subscale Office discipline referrals (ODRs) 2 or more within a grading period AND/OR Academic: Missing Assignments: 2 or more within a grading period in a class AIMSweb: intensive or strategic level (math or reading) GPA Below 2.5 Progress report: C or higher in subject area targeted Student behavior targeted for improvement (e.g., academic engaged time, on-task, disruption; % of intervals) or weekly progress monitoring (e.g., weekly quiz score) Treatment integrity Implementation checklist Treatment integrity checklist Social validity IRP-15 (teacher) CIRP or OTR Social Validity Form (student) ODRs 0-1 in a grading period and GPA 2.5 or higher No missing assignments the target class in a grading period and SRSS - E7: Low (0-3) or SSiS-PSG Ranking of 4 or 5 on the Motivation to Learn subscale