Identifying students for secondary and tertiary prevention efforts: How do we determine which students have tier 2 and tier 3 needs?

Kathleen Lynne Lane, Wendy Oakes, Robin Parks Ennis, Shanna Eisner Hirsch

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

In comprehensive, integrated, three-tiered models, it is essential to have a systematic method for identifying students who need supports at Tier 2 or Tier 3. This article provides explicit information on how to use multiple sources of data to determine which students might benefit from these supports. First, the authors provide an overview of how to make an assessment schedule for all schoolwide data. Second, the authors outline how to create a blueprint for Tier 2 and Tier 3 supports in a given school, including a description of the strategy or practice; inclusionary criteria; data to monitor progress; and exit criteria. Last, the authors provide an overview of how to connect students to support and monitor their progress.

Original languageEnglish (US)
Pages (from-to)171-182
Number of pages12
JournalPreventing School Failure
Volume58
Issue number3
DOIs
StatePublished - 2014

Keywords

  • Data-informed decision making
  • Monitoring student progress
  • Professional development
  • Social validity
  • Tier 2 supports
  • Treatment integrity

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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