Secondary (Tier 2) Intervention Grid: For Elementary 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) Behavior: for improvement (e.g., grading period is a strategy that helps students SRSS-E7: Moderate (4-8) academic engaged time, and review material, acquire skill SRSS-I5: Moderate (2-3) on-task, disruption; % of No missing fluency, and commit information SRSS-E7: High (9-21) intervals) or weekly assignments in a to memory while simultaneously SRSS-I5: High (4-15) progress monitoring (e.g., grading period increasing on-task behavior and SSiS-PSG Ranking of 1, 2, or 3 weekly quiz score) and reducing misbehavior. OTR on the Motivation to Learn SRSS-E7: Low strategy is designed to offer Office discipline referrals Treatment integrity students frequent opportunities (ODRs) 2 or more within a Implementation SRSS-I5: Low (i.e., 3 or more OTR per min) grading period checklist using either single-student (e.g., AND/OR Treatment or hand raising) or unison Academic: integrity checklist SSiS-PSG responding (e.g., choral Missing Assignments 2 of more Ranking of 4 or 5 responding), within a set time within a grading period Social validity on the Motivation period (e.g., 10 min.) to respond Progress report: Passing (K-3 IRP-15 (teacher) to Learn subscale to teacher questions or prompts Progressing or higher; 4-5 C or CIRP or OTR about targeted academic higher) in subject area targeted Social Validity material. This is best done with Form(student) materials or concepts in which students have a basic understanding.
Secondary (Tier 2) Intervention Grid: For Elementary 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 helps 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-I5: Moderate (2-3) SRSS-E7: High (9-21) SRSS-I5: High (4-15) SSiS-PSG Ranking of 1, 2, or 3 on the Motivation to Learn Office discipline referrals (ODRs) 2 or more within a grading period AND/OR Academic: Missing Assignments 2 of more within a grading period Progress report: Passing (K-3 Progressing or higher; 4-5 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 No missing assignments in a grading period and SRSS-E7: Low SRSS-I5: Low or SSiS-PSG Ranking of 4 or 5 on the Motivation to Learn subscale
00_OTR_Grid.docx