Strategic Intervention Practices within a Tiered Service Delivery Framework

Mark Strait

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ASHA Course Number: 
Course Credits: 0.2 (2 hour) ASHA CEUs – Intermediate level, Professional area

Tiered Service Delivery encompasses core components, common language, identifies effective interventions & evidence-based practices to improve student outcomes.  ESSA requires schools to apply an evidence-based plan to help our students, specific subgroups of students, to improve practices.  Tiered service delivery provides a necessary accountability system for improved practices and intervention application where general education and special education are aligned.  This course will describe the different components necessary for applying tiered service delivery, review different frameworks (RTI, MTSS, ISS) to adopt one cohesive model, and further identify effective interventions, assessments, and evidence-based practices. Examples from the field with facilitation/consultative skills will be further described while looking at additional resources for application.

Instructor Information

 Dr. C. Brent Myers, Ed.D, NCSP is a Nationally Certified School Psychologist who currently works for a school district in suburban Maryland.  He also is a senior trainer for Dr. Howard Knoff’s nationally known Project ACHIEVE, a program that has been designated a National Model Prevention Program by the U.S. Department of Health & Human Service’s Substance Abuse and Mental Health Services Administration (SAMHSA). Dr. Myers has trained schools in Arkansas, Arizona, California, Maryland, North Dakota, New York City, Oklahoma, Texas, Virginia and Wyoming. He is often sought out for his in-service presentations and his on-site consultation in a variety of school psychology areas that include implementing Positive Behavior Support Systems, Trauma Informed Practices, and Preventing and Responding to Teasing and Bullying. Because of his expertise in these areas, Dr. Myers has presented at numerous state and national conferences for teachers, administrators and school psychologists.

Financial Disclosure: Other than being an employee of EBS Healthcare, Brent has no financial information to disclose.

Non-Financial Disclosure: Brent has no non-financial information to disclose.

 June Lucas Zillich, Ed.S., Certified Bilingual School Psychologist, is currently Lead School Psychologist for EBS while serving Scottsdale Unified School District in Arizona.  She previously served as supervisor for Linkages to Learning Community Schools Initiative and Organizational Partnerships in the office of Community Engagement and Partnerships with Montgomery County Public Schools in Maryland.  She has facilitated training nationally and locally in the areas of Response to Intervention (RTI), bilingual assessments, equity and cultural diversity in schools, and progress monitoring. She is certified as a Bilingual Cross-Cultural, Linguistic, Academic Development (BCLAD) specialist with over 20 years’ experience serving as an ESOL teacher, Bilingual (English-Spanish) teacher, disciplinary hearing officer and school psychologist.  She is from Los Angeles and currently resides in Scottsdale, Arizona.

Financial Disclosure: Other than being an employee of EBS Healthcare, June has no financial information to disclose.

Non-Financial Disclosure: June has no non-financial information to disclose.


Learner Objectives

At the conclusion of this course, learners will be able to:

  1. Recognize core components, and common language used within a Tiered Service Delivery Model
  2. Identify strategic interventions and evidence-based practices
  3. Identify specific use of different assessment practices
  4. Develop facilitation/consultative skills to start implementation
  5. Identify resources and practices for application


  • 25 minutes: Big Picture- give an overview of existing frameworks, core components, and common language
  • 25 minutes: Review specific strategic interventions and evidence-based practices
  • 25 minutes: Discuss the use of assessments for intervention application
  • 20 minutes: Identify specific facilitative/consultative skills necessary for an application
  • 25 minutes: Interview