Tier I → Tier II Decision Guide

Step 1 — Check Universal Screener Data

1 Did the student score below benchmark on the universal screener?

Most districts use a cut score at or below the 25th percentile on two consecutive screening windows as a trigger. Check your campus MTSS handbook for your district's threshold.

Common Cut Score

≤ 25th %ile

On universal screener

Consistency Check

2 Windows

Not a one-time dip

Also Consider

Slope / Rate

Is the gap widening?

Rule Out First

Attendance / Access

Was Tier I actually delivered?

2 Check additional concern indicators 0 / 8

Even without a screener flag, 3 or more concerns below warrant a conversation with your MTSS team.

Student is performing significantly below grade-level peers despite consistent Tier I instruction

Classroom assignments show a pattern of errors — not random mistakes but consistent skill gaps (e.g., always struggles with decoding multisyllabic words)

Student requires significantly more repetition or scaffolding than peers to access grade-level content

Re-teaching within Tier I has not resulted in improvement over 4–6 weeks

Student shows signs of frustration, avoidance, or disengagement specifically around the area of concern

Parent or caregiver has expressed concern about the student's progress in this area

Student performed below benchmark on a prior year screener and did not receive Tier II at that time

Concern is present across multiple settings or subjects (not isolated to one class or teacher)

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Select indicators above to see a recommendation

Check the boxes that apply to your student. The recommendation will update as you go.

What Tier II Actually Means

Tier II is NOT

A referral to special education
A handoff — teacher is no longer responsible
Extra homework or re-teaching the same way
A punishment or label
Something only the interventionist does
A permanent placement

Tier II IS

A targeted, evidence-based intervention
Delivered in addition to Tier I (not instead of)
Matched to a specific skill deficit
Small group, structured, and documented
Temporary — with a clear plan to exit
A support, not a destination

What to Expect in Tier II

Element	What This Looks Like
Frequency	3–5 times per week, in addition to core instruction
Duration	20–30 minutes per session, small group (3–5 students)
Intervention	Evidence-based program matched to the student's specific skill gap — not generic re-teaching
Progress Monitoring	Brief, sensitive probes given every 1–2 weeks to track skill growth over time
Data Review	MTSS team reviews trend data every 6–8 weeks and makes a documented decision
Your Role	Continue Tier I for this student; communicate observations to the intervention team; document concerns
Exit Criteria	Student reaches benchmark or maintains growth for 2 consecutive review cycles

⚠ When to Escalate to Your Diagnostician or Campus MTSS Lead

Student has been in Tier II for 2+ full review cycles (12–16 weeks) with no measurable growth
Concern spans multiple skill domains (not just one area)
You have reason to believe a disability may be affecting learning — not just a skill gap
Student is an English Learner and you are unsure whether the concern reflects language acquisition or a learning difference
Parent has made a written request for an evaluation