District 41 RtI/MTSS Meetings - Tier 2

Targeted/Tier 2 Meetings
If a child continues to struggle over time, despite differentiated instruction, consider moving the
child to Tier 2. Tier 2 interventions continue to occur within the classroom. Remember,
interventions are not a program, they can be an instructional strategy.
Purpose: For PLCs to discuss and plan the implementation of classroom targeted interventions
supplemental to core instruction. The team will review assessment data (MAP, F&P, common
assessments, unit tests, etc.) and make adjustments to meet individual needs of students or
groups of students who may require differentiated support within the classroom. In order to
identify a specific need or targeted intervention the team will develop a hypothesis as to why the
child is discrepant. In other words, the intervention must match the need in the discrepant area.
The meeting will be held with grade level PLCs at a grade level meeting.
Triangulation of data - one data point does not indicate the need for an intervention
Do not just look at your MAP data and identify any child under the 30th%ile.
Attendees:

Classroom teachers
Math and/or Literacy Coaches
EL teacher (when possible)
Special Education (when possible)
Psychologist or Social Worker (Social/Emotional Concerns)

Information reviewed may include:

Common Core Standards
Pre and Post Common Assessments

Formative Assessments
Running records with miscue analysis
Benchmark Assessments (MAP, F&P, etc.)

Classroom work samples

EL teachers information (ACCESS Scores)
Writing samples
Behavioral data
Check In/Check Out
SAGE data

Tier 2 meetings occur within your PLC weekly meetings when addressing the four critical
questions of learning:
What do we want students to learn?
How will we know if they have learned it?
How will we respond when they dont learn it? (Interventions)
1

 How will we respond when they already know it? (Extensions)

Progress Monitoring of the targeted skill deficit:
Occurs every two weeks include. This needs to be documented with how many
days/how long - minutes per day/size of group. For example: Daily/10 - 20 minutes of
direct instruction/no more than six.
Document progress monitoring data. At least 6 data points are needed to
adequately progress monitor.
Review student progress in Tier 2 interventions approximately every 14 weeks to
evaluate effectiveness.
Check In/Check Out data
Examples of ways to collect and document progress monitoring data:
During conferring and/or small group instruction record anecdotal and student
data in student notebooks, notecards, or in a google doc
Data may include sight words, letter/sounds, comprehension (running records
including comprehension quesitons)
Formative assessment data
Exit slips
Mid-module assessment data