| Early identification through universal screening and clear articulation of Tier 2 entry criteria | [Primary] 2.17 Collecting and Using Data; 1.08 Nondiscrimination[Secondary] 2.08 Communicating About Services; 2.11 Obtaining Informed Consent; 2.03 Protecting Confidential Information | [Primary] 4.1 Assessment; 6.2 Unfair Discrimination[Secondary] 4.2 Explaining Results; 9.1 Accuracy and Adequacy/ Completeness of Information; 3.4 Informed Consent; 5.2 Clients Rights | Use multiple indicators for screening; check for over-identification; minimize disclosure when sharing results. |
| Operating a pre-referral team (Pre-referral Team) | [Primary] 2.10 Collaborating with Colleagues; 3.02 Identifying Stakeholders[Secondary] 2.19 Addressing Conditions Interfering with Service Delivery; 2.08 Communicating About Services | [Primary] 6.9 Clarification of Roles; 4.3 Specialty Consultation[Secondary] 2.1 Scope of Competence; 4.2 Explaining Results; 4.6 Environmental Variables; 5.4 Third Party Involvement in Services | Conduct brief observations and standardized documentation; refer/ consult when concerns require expertise outside the team’s scope. |
| Using evidence-based interventions | [Primary] 2.01 Providing Effective Treatment; 1.05 Practicing within Scope of Competence[Secondary] 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions; 1.06 Maintaining Competence | [Primary] 4.5 Behavior Change Plans; 2.1 Scope of Competence[Secondary] 2.3 Integrity; 4.5 Behavior Change Plans; 6.1 Avoiding Harm; 2.2 Professional Development | Avoid punishment- or exclusion-driven approaches; if there is inadequate response, modify or discontinue the intervention. |
| Implementing standardized Tier 2 supports (e.g., Check-In/Check-Out [CICO], small-group social skills instruction) | [Primary] 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions; 2.16 Describing Behavior-Change Interventions Before Implementation[Secondary] 2.15 Minimizing Risk of Behavior-Change Interventions; 2.17 Collecting and Using Data; 2.03 Protecting Confidential Information | [Primary] 4.5 Behavior Change Plans; 4.4 Programming[Secondary] 4.9 Protect from Harm and Reinforcers; 4.2 Explaining Results; 7.1 Guidelines; 7.2 Supervisor to Monitor Performance | Develop manuals and run rehearsals; adjust intensity/steps based on fidelity and outcome data. |
| Developing and integrating a data system to support fair discipline decision-making | [Primary] 2.17 Collecting and Using Data; 1.03 Accountability[Secondary] 2.05 Documentation Protection and Retention; 1.08 Nondiscrimination; 2.03 Protecting Confidential Information | [Primary] 8.1 Record Content/ Record Context; 9.1 Accuracy and Adequacy/Completeness of Information[Secondary] 8.2 Safeguarding of Records; 5.2 Clients Rights; 3.2 Disclosure and Expressed Authorization, | Standardize data-entry rules; apply least-privilege access; safeguard records (storage, access logs, retention). |
| Monitoring disproportionality in discipline data | [Primary] 1.08 Nondiscrimination; 1.07 Cultural Responsiveness and Diversity[Secondary] 2.17 Collecting and Using Data; 1.03 Accountability | [Primary] 6.2 Unfair Discrimination; 5.2 Clients Rights[Secondary] 4.1 Assessment; 10.5 Research Data and Results; 8.1 Record Content/Record Context; 6.8 Conflict of Interest | Analyze potential sources of gaps (criteria, adult responses, environment); correct data distortions and misinterpretations. |
| Assessing school climate and rates of suspension and office discipline referrals (ODRs) | [Primary] 2.17 Collecting and Using Data; 2.18 Continual Evaluation of the Behavior-Change Intervention[Secondary] 2.08 Communicating About Services; 2.19 Addressing Conditions Interfering with Service Delivery | [Primary] 4.1 Assessment; 4.6 Environmental Variables[Secondary] 4.2 Explaining Results; 8.1 Record Content/Record Context | Interpret indicators with stated assumptions (e.g., rule changes, reporting threshold changes) and communicate results transparently. |
| Consulting with specific teachers to monitor progress and evaluate Tier 2 interventions | [Primary] 4.06 Providing Feedback to Supervisees; 2.10 Collaborating with Colleagues[Secondary] 2.17 Collecting and Using Data; 2.18 Continual Evaluation; 2.03 Protecting Confidential Information | [Primary] 7.1 Standard of Supervision; 7.2 Supervisor to Monitor Performance; 7.3 Informing the Client About Supervision[Secondary] 4.5 Behavior Change Plans; 4.6 Environmental Variables; 4.2 Explaining Results; 3.4 Informed Consent | Distinguish fidelity from outcomes in evaluation; prioritize environmental adjustments before attributing problems to the student or teacher. |
| Holding parent/guardian meetings | [Primary] 2.09 Involving Clients and Stakeholders; 2.08 Communicating About Services[Secondary] 2.16 Describing Behavior-Change Interventions Before Implementation; 2.03 Protecting Confidential Information; 1.03 Accountability | [Primary] 3.2 Disclosure and Expressed Authorization; 4.2 Explaining Results[Secondary] 4.2 Explaining Results; 3.6 Maintaining Confidentiality; 5.1 Identifying the Client; 6.9 Clarification of Roles; 5.4 Third Party Involvement in Services | Use public meetings for group-level issues; discuss individual cases only with consent and appropriate authorization. |
| Encouraging teachers to participate in cultural responsiveness training | [Primary] 1.07 Cultural Responsiveness and Diversity; 1.06 Maintaining Competence[Secondary] 2.10 Collaborating with Colleagues; 1.08 Nondiscrimination | [Primary] 2.2 Professional Development; 6.2 Unfair Discrimination[Secondary] 5.2 Clients Rights; 2.3 Integrity; 7.1 Guidelines | Include bias checks and case-based learning; provide follow-up coaching to support classroom application. |