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needs fewer resources than Tier 3 and minimum teacher effort

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Can get extra help through a supporting teacher in a general Ed class

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focus on teacher redesign rather than student changes in the classroom.

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focus on teacher redesign rather than student changes in the classroom.

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aims to support "at-risk" students, meaning those with "risk factors" including low academic achievement, poor peer skills, limited family/community support

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Students with both academic and behavioral deficits are especially at risk and need tier 2 support

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Students with both academic and behavioral deficits are especially at risk and need tier 2 support

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Tier 2 if focused on a small group that is needs extra support

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A student struggling with Tier 2 Supports is often a sign that the process to begin Tier 3 Supports should be started (after proper evaluation of implementation of course)

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Meant to prevent the development of severe unexpected behaviors

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Self monitoring strategies can be used.

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Tier 2 is a little more intensive than tier 1 but not as intensive as tier 3.

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Only applied to a small proportion of the student population

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Interventions need to be implemented within 72 hours after identifying Tier II needs

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Tier 2 aims to implement–with fidelity– universal supports that meet the behavioral needs of 10-15% at-risk students, before considering intensive, individualized intervention.

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More individualized learning, not quite tier 3, but more specific than tier 1.

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Tier 2 is used to stop unexpected behavior before it becomes part of the student's habit. One way this is done is by removing triggers.

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Tier 2 Supports should be used for no more than 15% of a classroom (far more focused than Tier 1)

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Tier 2 is for some specific students