WEEK 1: A Dedicated Advanced Tiers Team
When applying a multi-tiered framework of support to social-emotional-behavioral skills, academic skills, attendance, etc., success is generally defined as 80% or more of all students, and each federally identified student subgroup, meeting expected criteria given high quality Tier 1 instruction and practices. The general understanding is that about 15-20% of students will need additional support, generally referred to as Tier 2, and about 5-10% of students will need more individualized, intensive support (Tier 3). With additional support, i.e. intervention, comes the need for additional instruction, resources, family engagement, staff training and the systems that are critical to monitor implementation of these supports. Naturally, the more specialized and individualized the support, the more labor and cost-intensive it is to provide it. Hence, the critical importance of having an efficient and effective Tier 2 system cannot be overstated.
Tier 2 supports are typically provided to small groups of students. These interventions must be monitored for both fidelity of implementation – are they being provided as defined, and for effectiveness – are 80% or more of those students receiving the intervention making progress? When Tier 2 supports are having the desired outcomes, fewer students need more intensive support.
When we think of multi-tiered supports along a triangle shaped continuum, we picture about 80% of students successful at Tier 1, about 15-20% of students needing some supports in addition to Tier 1, and about 5-15% of students needing more intensive, individualized supports. When there is a robust Tier 2, this triangle does not turn into an hourglass, where students who need more support are immediately referred to a Tier 3 process, often known as a Student Support Team, Student Staffing Meeting, Student Intervention Team, etc. However, many schools operate in this way, bypassing the effective use and progress monitoring of small, group interventions.
To ensure effective and efficient application of a Multi-tiered System of Support within a school, there are critical functions that must be addressed. Having a designated Advanced Tiers team (or separate Tier 2 and Tier 3 system teams) as part of the school’s teaming structure increases the likelihood that these functions are continually monitored by this team or other student teams as assigned. An Advanced Tiers team has the following critical functions (Center on PBIS, 2016; Center of PBIS, 2025; Center on MTSS, 2020; Kittelman et al., 2022):
- Maintain an up-to-date Intervention Resource Map (inventory) of Tier 2 and Tier 3 supports (social-emotional-behavioral, academic, attendance, graduation readiness, etc.).
- Use data to identify students in need of additional support.
- Match students to appropriate interventions.
- Monitor student response to intervention (this includes students receiving Tier 2 and Tier 3 supports)
- Monitor implementation fidelity. (Is the intervention being implemented as designed?)
- Coordinate communication and collaboration. (with staff, Tier 1 team, families, intervention providers, etc.)
- Evaluate the effectiveness of the interventions themselves (Are 80% of students assigned to each given intervention making adequate progress?)
- Evaluate the effectiveness of the advanced tier system.
With these functions in mind, consider the existing teams within the school (Working Smarter Teaming Inventory). Are any of the existing teams discussing student intervention and support, and addressing these functions? Might an existing team be able to address any functions not currently being addressed? A critical starting point is carefully considering each function, and documenting how that function will be managed. It is strongly recommended that students’ progress in interventions is monitored frequently and that the effectiveness of the intervention is monitored as well. It is also important to keep in mind that there should be a clearly documented, quick process in place for matching students to Tier 2 interventions.
When developing an Advanced Tiers Team, consider:
- Administrative involvement
- Frequency of meeting (every two weeks is recommended)
- Expertise needed when making Tier 2/Tier 3 decisions
- Advanced Tiers Team Facilitator
- Additional roles the team will need (i.e. facilitator, time keeper, recorder, data analyst, agenda, norms to support effective collaboration and decision making, etc.)
The involvement of school administrators cannot be underestimated, as they bear responsibility for (Center on MTSS, 2020; Hannigan & Hannigan, 2020; Nese et al., 2023):
- Protect meeting time
- Identifying intervention coordinators
- Ensuring staffing and time allocation
- Identifying efficient processes for progress monitoring
- Removing logistical barriers
While the Advanced Tiers Team (or separate Tier 2 and Tier 3 systems teams) serves the role of monitoring students receiving tier 2 and tier 3 supports, and the effectiveness of the interventions themselves, a Tier 3 individual student meeting is one that is scheduled to consider the potential need for more individualized, intensive support. As noted earlier, schools may refer to these meetings as Student Support Meetings, Student Staffing Meetings, etc. It is imperative that these meetings include those individuals most closely responsible for the student, such as the classroom teacher(s), any support specialists, family member(s), an administrator, a school psychologist and/or social worker and potentially representation from any community agency serving the student.
For more detailed information on processes and practices regarding Advanced Tiers teaming at the school level, please consult the following:
Tier 2 School Level Systems Guide pbis.org (Center on PBIS, 2025)
Tier 3 School Level Systems Guide, January 2022 pbis.org (Center on PBIS, 2022)
References:
Center on MTSS, 2020; Hannigan & Hannigan, 2020; Nese et al., 2023
Center on PBIS, 2016; Center of PBIS, 2025; Center on MTSS, 2020; Kittelman et al., 2022
Center on PBIS. (2016). Tier 2 systems readiness guide. University of Oregon. https://www.pbis.org/resource/tier-2-systems-readiness-guide
Center on PBIS. (2025). Tier 2 School-Level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org
Center on PBIS. (2022). Tier 3 School-level Systems Guide. Center on PBIS, University of Oregon. www.pbis.org
Center on Multi-Tiered System of Supports at the American Institutes for Research. (2020). Tier 2 identification procedures. https://mtss4success.org/essential-components/screening
American Institutes for Research. (2020). Tier 2 identification procedures. Center on Multi-Tiered System of Supports. https://mtss4success.org/sites/default/files/2021-06/Guidance_Tier2%20_Identification_508.docx
Hannigan, T. P., & Hannigan, A. M. (2020). Evidence indicators in each tier of the PBIS Champion Model. Journal of School Administration Research and Development, 5(S1), 36–44. https://doi.org/10.32674/jsard.v5iS1.2111
Kittelman, A., Nese, R. N. T., McIntosh, K., & Hoselton, R. (2022). Optimal timing for launching installation of Tier 2 and Tier 3 systems in School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions, 24(4), 238–249. https://doi.org/10.1177/1098300721996084
Nese, R. N. T., McIntosh, K., Hoselton, R., & Kittelman, A. (2023). Examining teaming and Tier 2 and Tier 3 practices within a School-Wide Positive Behavioral Interventions and Supports framework. Journal of Positive Behavior Interventions, 25(2), 87–99. https://doi.org/10.1177/10983007211051090