1 of 53

Scheduling and  Tier 2 Interventions

Lunch & Learn

March 4, 2026

2 of 53

Purpose of the Presentation

  • Provide high-quality resources and examples to help schools implement a Multi-Tiered System of Supports (MTSS).
  • Provide strategies of implementation.
  • Change MTSS challenges and barriers to solutions.

​

​

​

Scheduling & Tier 2

2

3 of 53

MTSS Challenges

  1. Confused or Unclear Purpose of the MTSS System
  2. Teachers' Knowledge of Strategies for Strengthening Core Instruction

3. Difficulty Finding Evidence-Based Interventions

4. Scheduling Time for Intervention

5. Managing Student Data Efficiently

​

Scheduling & Tier 2

3

4 of 53

Oklahoma State Report Card

Scheduling & Tier 2

4

5 of 53

The Pyramid Model

Scheduling & Tier 2

5

6 of 53

Strategies

​

​

​

​

Scheduling & Tier 2

6

  • Strategy 1: Strengthen core programs to reduce the need for intervention.
  • Strategy 2: Use data efficiently to identify and group students in need of support.
  • Strategy 3: Adjust the master schedule to create time for intervention in the school day.
  • Strategy 4: Create an MTSS team and carefully select intervention teachers.
  • Strategy 5: Select evidence-based intervention strategies or programs
  • Strategy 6: Provide ongoing professional development and supports for MTSS
  • Strategy 7: Develop or identify structures and resources to support MTSS

7 of 53

Strategy 1

Strengthen core programs to reduce the need for intervention.

Scheduling & Tier 2

7

8 of 53

Tier 1: Evidence-Based Core Instruction

  • Academic Achievement

​

  • Student Well-Being

​

  • Attendance

​

  • Behavior

​

  • Educator Well-Being

Scheduling & Tier 2

8

9 of 53

Tier 1: Core Programming

  • Articulation of Teaching and Learning
  • Curriculum Materials
  • Instructional Characteristics
  • Differentiated Instruction

​

Rubric to examine core programming

Scheduling & Tier 2

9

10 of 53

​

​

​

​

​

​

Scheduling & Tier 2

10

11 of 53

Academic Achievement 

Curriculum and Teaching Strategies

    • Common School-Wide Strategies
      • Specific Note-Taking
      • Explicit Vocabulary Instruction
      • Writing Across the Curriculum
      • Annotation Expectations

​

      • WWC Practice Guides

​

Scheduling & Tier 2

11

12 of 53

EdReports.Org

Review Curriculum Materials

      • Look for Gaps
      • Supplemental Materials

Scheduling & Tier 2

12

13 of 53

Strategy 2

Use data efficiently to identify and group students in need of support.

Scheduling & Tier 2

13

14 of 53

Problem-Solving to Support Individual Student (Flipbook)

  1. Problem Identification: What is the problem?
  2. Problem Analysis: Why is it occurring?
  3. Plan Identification and Implementation: What can we do about it?
  4. Plan Evaluation: Did we follow the plan? Did it work? 

​

Flipbook

Scheduling & Tier 2

14

15 of 53

Problem Solving Model

​

​

​

​

Scheduling & Tier 2

15

16 of 53

Step 1: Problem Identification: What is the problem?

​

​

​

​

Scheduling & Tier 2

16

  • Define the problem as the gap between the expected and the desired outcome. 
  • Determine if the problem is large enough to warrant solving. 

17 of 53

Step 2: Problem Analysis: Why is the problem occurring?

​

​

​

​

Scheduling & Tier 2

17

18 of 53

Step 2: Problem Analysis: Why is the problem occurring?

​

​

​

​

Scheduling & Tier 2

18

19 of 53

Step 2: Problem Analysis: Why is the problem occurring?

Scheduling & Tier 2

19

20 of 53

Step 2: Problem Analysis: Why is the problem occurring?

Scheduling & Tier 2

20

21 of 53

Step 3: Plan Identification & Implementation: What can we do about it?

  • Identify a goal for the student and method for progress monitoring.
  • Identify and implement a clear plan for the problem.
  • Identify a way to measure fidelity and outcome(s) for the plan. 

Scheduling & Tier 2

21

22 of 53

Step 4: Plan Evaluation: Did we follow the plan? Did it work?

  • Evaluate the fidelity of the plan.
  • Evaluate student progress/outcome(s).

Scheduling & Tier 2

22

23 of 53

Problem Solving Model

​

​

​

​

Scheduling & Tier 2

23

24 of 53

Strategy 3

Adjust the master schedule to create time for intervention in the school day.

Scheduling & Tier 2

24

25 of 53

What's Your Focus?

  • Academic Achievement

​

  • Student Well-Being

​

  • Attendance

​

  • Behavior

​

  • Educator Well-Being

Scheduling & Tier 2

25

26 of 53

Considerations When Scheduling Time for Tier 2

  • How much time is necessary
  • Ensure staff has time for consistent MTSS team meetings
  • Size of site and available resources
  • Ensuring students don’t miss out on earning credits toward graduation
  • Allowances for Career Tech and concurrent enrollment

​

Scheduling & Tier 2

26

27 of 53

Finding Time for Intervention

  • Partitioning existing core periods
    • Self-contained elementary classroom
    • Existing Core Period
  • Create a designated "period" of time
    • WIN/FLEX period
    • A/B scheduling
  • Creatively “Finding” Time
    • Using lunch periods
    • Designating portions of elective periods

​

Scheduling & Tier 2

27

28 of 53

Self-Contained Classroom with Flex Groups

Scheduling & Tier 2

28

Students not receiving Tier 2 instruction in small flex groups would participate in story time, free choice centers, etc.

29 of 53

Partitioning Existing Core Period

Scheduling & Tier 2

29

30 of 53

Creating a WIN Period

Scheduling & Tier 2

30

Period 1

Period 2

Period 3

Period 4

Lunch

Period 5

Period 6

Period 7

8:25-9:15

9:20-10:10

10:15-11:05

11:10-12:00

12:05-12:30

12:35-1:05

1:10-2:00

2:05-2:55

Math

ELA

Science

History

​

WIN

Elective

Elective

Liberty E.S & Tecumseh M.S. have adopted this model.

31 of 53

A/B Scheduling

Scheduling & Tier 2

31

M/W/F 1

M/W/F 2

Lunch

M/W/F 3

M/W/F 4

M/W/F 5

8:00-9:30

9:35-11:05

11:10-11:40

11:45-12:05

12:10-1:40

1:45-3:15

Math

ELA

​

ICAP/

Capstone

Science

Elective

Cave Springs M.S. & H.S. has adopted this model.

(State law does not designate an amount of time per subject, but does require a 6-hour school day)

T/R 1

T/R 2

T/R 3

T/R 4

Lunch

T/R 5

T/R 6

T/R 7

T/R 8

8:00-8:50

8:55-9:45

9:50-10:40

10:45-11:05

11:10-11:30

11:35-12:25

12:30-1:20

1:25-2:15

2:20-3:15

Internship

History

Elective

Advisory/

SEL

​

Arts/IT

Intervention

Spanish

Elective

32 of 53

Using Lunch Time & Electives

Scheduling & Tier 2

32

​

Lunch Time Intervention

​

Modified Elective Schedule

​

Stilwell H.S. has adopted a split lunch schedule

​

Star Spencer H.S. modifies elective schedules on T/W/R

​

Students eat in one of two groups during a shortened lunch period

​

Time is set aside during Advisory period

​

Students then report to designated MTSS classrooms

​

Teachers focus on ICAP, targeted intervention, SEL and grad requirements based on student need

​

33 of 53

Comparison of Scheduling Options

Scheduling & Tier 2

33

Model

Strengths

Trade-Offs

Embedded in Core/Self-Contained

No major schedule redesign

​

Requires strong differentiation & classroom mgmt skills

 Creating Stand-Alone Period

Most consistent Tier 2 application

Shorter core periods/significant logistical planning

Elective/Lunch Replacement

Flexible and targeted

Reduces elective exposure and daily peer interaction

Each school district mentioned has noted an increase in academic achievement since adoption.

​

​

​

34 of 53

Strategy 4

Create an MTSS team and carefully select intervention teachers.

Scheduling & Tier 2

34

35 of 53

Purpose of an Effective MTSS Team

  • Regular review of student data
  • Decision-making about which students need support
  • Alignment of intervention with student needs and goals
  • Coordination implementation across staff
    • General education
    • Special Education
    • Counselors

Scheduling & Tier 2

35

36 of 53

Who Should be on the MTSS Team?

  • Administrators
  • Instructional leaders
  • General education teachers
  • Special education teachers (as needed)
  • Student support personnel

Scheduling & Tier 2

36

37 of 53

Choosing Intervention Teachers

Scheduling & Tier 2

37

Key Points When Selecting Teachers to Deliver Intervention

Expertise in instruction and assessment

Comfort with data-based decision-making

Familiarity with evidence-based practices

Availability during scheduled intervention blocks

Training in differentiated instruction and MTSS process

38 of 53

Functions of the MTSS Team

  • Use data to identify students
  • Group students based on needed supports
  • Ensure selected teachers have the support and training to deliver effective interventions
  • Coordinate progress monitoring
  • Adjust interventions as needed

Scheduling & Tier 2

38

39 of 53

Strategy 5

Select evidence-based intervention strategies or programs

Scheduling & Tier 2

39

40 of 53

Tier 2 Interventions:  Who, WHAT, When

Scheduling & Tier 2

40

41 of 53

Tier 2 Interventions:  Who, WHAT, When

Scheduling & Tier 2

41

Expensive targeted solutions, added on top of poor universal instruction for underperformers without addressing root causes, including implementation fidelity issues in delivering curriculum, are much less effective than addressing the actual problem. If a higher number of students are having difficulties than reasonably expected, then evaluating and revising universal practices will have the greatest impact. (Clark, 2019)

42 of 53

Tier 2 Interventions:  Targeted Support

Targeted support and interventions are different than reteaching

​

    • Reteaching using a different modality or strategy can be an effective support for students, but intervention is more specific
    • Intervention refers to the systematic implementation of an evidence-based practice that is consistently provided to the student with an expected frequency and duration
    • Aligned with Tier I instruction, addressing the skill deficit

​

​

​

​

​

​

​

Scheduling & Tier 2

42

43 of 53

Selecting Tier 2 Interventions for Targeted Support

  • When selecting evidence-based intervention strategies or programs to support academic achievement and behavior, the MTSS team should

​

    • Use results of universal screening
    • Use data from the school's early warning system
    • Select appropriate interventions, based on needs and skill deficits

​

​

​

​

Scheduling & Tier 2

43

44 of 53

Evidence-Based Interventions

Scheduling & Tier 2

44

​

​

​

Evidence for ESSA

Search for and sort programs by topic, grade band and a variety of other characteristics

What Works Clearinghouse

Sorts programs by categories that include academics, behavior, English Learners, and Path to Graduation

National Center on Intensive Intervention

Provides tool charts for academic and behavior screening, progress monitoring, and intervention.  Sort by subject and grade band

Results First Clearinghouse Database

A filterable and searchable database that allows users to review information on a program's effectiveness.

45 of 53

Evidence-Based Interventions-Academic

​

​

​

​

Scheduling & Tier 2

45

Topic

Title

Literacy

Literacy

Literacy

Math

Literacy

46 of 53

Tier 2 Interventions:  EXAMPLE

Student A, a 7th grader, has been identified as needing additional support in reading, specifically in comprehension

​

​

​

​

​

​

​

​

​

​

​

Scheduling & Tier 2

46

47 of 53

Strategy 6

Provide ongoing professional development and supports for MTSS

Scheduling & Tier 2

47

48 of 53

Ongoing Professional Development for MTSS Teams

  • Establishing a fully functioning MTSS is not an overnight process!
  • Professional development on what it is and how to implement it is the first step in building capacity
  • Each step of the process requires staff learning, including strategies for instruction and intervention
  • Resources
    • OKMTSS Guide

​

Scheduling & Tier 2

48

49 of 53

Ongoing Professional Development for MTSS Teams

  • Resources
  • Other states have their own versions of an MTSS framework; it may be helpful to also look at those resources

​

​

Scheduling & Tier 2

49

50 of 53

Strategy 7

Develop or identify structures and resources to support MTSS

Scheduling & Tier 2

50

51 of 53

Structures and Resources to Support MTSS

  • Districts must develop an MTSS plan that can be consistently implemented across classrooms and schools including
    • MTSS protocol documents
    • Literacy and math intervention protocols
    • Data decision guide
    • Schoolwide data spreadsheet template
    • Professional development
    • On-demand training resources
    • Sample

​

​

​

Scheduling & Tier 2

51

52 of 53

Structures and Resources to Support MTSS

  • Developing this system is a heavy lift in every district, especially smaller or lower-resourced districts
  • Create and develop an MTSS team; this is not a one-person job
  • Use state resources
  • Understand that it takes time to fully develop the system

​

​

​

​

Scheduling & Tier 2

52

53 of 53

Resource List

Scheduling & Tier 2

53