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Tier III: Intensive Instruction / Interventions plus Ongoing Assessment Intensive Instruction / Intervention-For a few (5%) of the students,

specialized instruction and assessment


are needed. This instruction is available in the form of intensive individual intervention (often referred to as Tier III or tertiary instruction). Instruction provided to students who are significantly behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific intervention program that focuses on two or more of the key foundational areas of reading development. This type of instruction is usually needed by only a relatively small percentage of students in a class. In some cases, secondary students may be so far below grade-level of reading skills that very little content from the grade level core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade-level reading ability. Intensive basic skill instruction-instructional approaches that build mastery of entry-level literacy skills for students needing intensive, accelerated literacy intervention. Therapeutic intervention-instructional approaches that build mastery of language underpinnings related to the curriculum content and learning strategies occurring throughout classroom instruction for language-disabled students.

Note: Literacy instruction in the secondary grades must include mechanisms for ensuring that all students receive effective and differentiated strategy development for dealing with a wide range of texts and reading challenges. When multiple strategies are used within an aligned and coherent system, the various strategies and instructional efforts interact synergistically. This particularly is true not only within a particular tier but across tiers as well. For instance, the strategies identified in Tier II for whole class and targeted, small group instruction should directly support and build off of what the teacher is doing in Tier I. Thus the improvements resulting from the work done at both levels is more than the sum of the effects from each of the levels separately.

What are the Characteristics related to Tier III?


Intensive, individualized instruction is provided in addition to core instruction. Provide individualized behavioral interventions based on function of behavior. School-wide specialists are included in the individualized instruction/intervention. Interventions are planned to improve the level of performance and the rate of progress of the individual student. The instructional time and/or intervention is increased depending on student need. Students progress is closely monitored to determine success and/or to modify intervention(s). School administration regulates the effectiveness of instruction and/or intervention.

Tier III Practices at the Elementary & Secondary Level: The Non-Negotiables
Elementary & Secondary Tier III Practices Intensive, Targeted, Specific Research-based Interventions Supplemental to Core Instruction Data Analysis (ongoing of Tier I and II, Diagnostic Assessments) Parent Communication Professional Learning Community (PLTs) Progress Monitoring Fidelity of Implementation Referral to Tier III RtI

Supplemental Elementary & Secondary Tier III Best Practices to Ensure Student Success
Elementary Purposeful Scheduling / Flexible Grouping Mentoring Program Referral to School Specialists OtherPurposeful Scheduling Mentoring Program Summer School Program Referral to School Specialists Academic Recovery through online courses (NCVPS, NovaNet) OtherSecondary

Placement Options after Tier III Interventions


Is the student making sufficient progress after Tier III Interventions? If the student achieves the benchmark goal for the targeted skill, he/she may exit to Tier II if the team feels he/she needs continued support before returning to Tier I. If the student is making some progress yet remains below grade-level expectations, he/she may continue to receive the Tier III interventions for a longer period and interventions may be modified based on the students rate of response. If the student demonstrates limited progress, the Tier III RtI team continues on-going intensive interventions and instruction. Based on student outcomes, the team may consider a referral to Tier IV.

Intervention Resources Academic Interventions: http://www.interventioncentral.org/index.php/academic-resources Behavior Interventions: http://www.interventioncentral.org/index.php/behavorial-resources

Problem Solving and Standard Protocol Tier III


Problem Solving Screening Standard Protocol

Class-wide assessment / screening is administered to identify students who are potentially struggling. Behavior data is reviewed and analyzed to determine patterns and identify needs.

Tier I

All students receive high-quality instruction in line with the Mastery Learning Model. Frequent monitoring of progress is used to assess the students response to instruction. Elementary Students whose progress in Tier I is not adequate receive additional support. Diagnostic assessments are administered to identify skill deficit(s). The PLT reviews student data. A team makes instructional decisions based on an individual students performance. The team identifies the academic problem; determines its cause; and then develops, implements, and evaluates a plan to address the problem. Students are provided interventions in small groups based on similar needs and performance data and progress in monitored. Interventions are flexible and individualized to meet a students needs. Secondary Students whose progress in Tier I is not adequate receive additional support. The PLT reviews student data. The person delivering the intervention makes instructional decisions following a standard protocol. Students with similar needs are presented with one standard, researchvalidated intervention. The intervention is delivered in a predetermined format that may address multiple skill sets. This allows for greater quality control (i.e., treatment fidelity is easier to monitor given the ease of implementing a single intervention).

Tier II

Tier III

Students whose progress is still insufficient in Tier II will receive even more intensive intervention. The Tier III RtI Team will develop an intervention plan.

Source: IDEA Partnership, U.S. Department of Education / IRIS Center

Tier III RtI Teams Goal, Purpose and Responsibilities


Goal Tier III RtI is a process of supporting students through the use of teacher collaboration with case managers and/or other school specialists that provide core instruction and implementation of interventions to help students succeed in the regular education classroom. Purpose of Tier III RtI Every school should have a goal to strengthen and support the individual student, in the regular education classroom, by developing and implementing a holistic, collaborative plan utilizing strategies that may be school-based , communitybased and/or scientific research-based depending on the availability of resources most likely to enhance the student's success. The Tier III RtI Team intervenes as early as possible when there is concern about a student's success and through development of the student action plan and progress monitoring, attempts to prevent decline in a student's progress and support future success. Tier III RtI Team Members Grade level Professional Learning Team Students teacher(s) School Specialists (Literacy coach, Interventionist, ESL teacher or other) Administrator School Psychologist School Counselor School Social Worker (as needed) School Nurse (as needed) Parent/Guardian(s) Student (usually middle & high school)

Tier III RtI Coordinator Responsibilities Primary Roles: Attend the centrally offered Tier III RtI Team Coordinator meetings. Be knowledgeable of WCPSS RtI process. Work with school administration to plan school-based training for staff regarding the Tier III RtI process. Train staff and/or key team members on the use of Tier III RtI. The use EASiRtI is required. Secondary Roles: Coordinate with other school staff to provide information regarding Tier III RtI. Demonstrate general knowledge of schools screening process and interventions provided to students in the RtI process. Delegate tasks to ensure the effective completion of team business (rotate roles of members to ensure that all members equally participate in the process). Maintain accurate electronic records regarding student referrals to Tier III RtI, interventions, referrals to IEP team, and other pertinent information. Continuously review data to assist in decision making regarding student progress. Serve as the local first responder resource for school-based Tier III RtI users. Resolve simple process or technical questions related to Tier III RtI. Refers technical issues to the RtI Program Facilitator.

Tier III RtI Case Manager Responsibilities The purpose of this role is to ensure that the students action plan: 1) takes into account the needs of all parties involve in the plan; 2) is communicated to and understood by teacher(s), student, parent(s) / guardian(s) and others; and 3) is implemented by individuals charged with carrying out various aspects of the plan. The team member who serves in this capacity agrees to perform the following duties and responsibilities: Share the Tier III RtI process with the parent(s) / guardian(s) and the teacher(s) of the student. Suggest possible sources of support or interventions prior to and after the Tier III RtI meeting. Assist the teacher and the family in gathering information prior to the Tier III RtI meeting about what helps or hinders the students learning. Serve as an advocate for the student, teacher and parent(s) / guardian(s) at the Tier III RtI meeting as a plan is developed to assist the student. Provide monitoring of each students plan assigned to him/her.

Tier III RtI Team Member Responsibilities Advocate that colleagues use the RtI Process in their school as an early prevention and intervention for students. Be knowledgeable about the RtI Process. Understand the Tier III RtI application (plus PEP, RtI) and its use as a way to document student information and classroom interventions. Attend scheduled Tier III RtI meetings regularly. Maintain the norms and expectations set forth by the team regarding effective team behaviors. Identify team issues, concerns and strategies to enhance and evaluate team progress. Raise pertinent issues as needed about team functions norms, confidentiality, etc. in order to ensure greater team effectiveness. Tier III RtI Recorder: The purpose of a recorder is to ensure that the work of the team is documented for future reference, whether for planning, reviewing or evaluating the teams work with students. Primary responsibilities: 1) document meeting information, 2) provide copy of action plan to parent(s) / guardian(s), 3) remind team members to review and monitor progress. Tier III RtI Coordinator/ Facilitator: Facilitating the meeting includes such tasks as, leading the discussion, and protecting the integrity of the meeting and its purpose. Primary responsibilities: 1) serving as primary lead in guiding the problem solving/decision making process during the meetings, 2) keeping the team focused and within agree upon time limits while respecting everyones views and input. Parents/Guardians: Parents/guardians should always participate in the Tier III RtI Process. This provides great communication between the school and parents and ultimately sets standards for academic and/or behavior success in school. Best Practices for the Tier III RtI Team Assist in helping families and others to feel welcome and an integral part of the Tier III RtI Process. Review existing data Utilize own area of expertise in development of a students academic success and general well being. Ask critical questions that help the team to gather pertinent information about the whole child and his/her unique situation. Remain open to alternative methods of intervention and strategies, (i.e., think outside the box). Constantly seek solutions to the issues and concerns facing students and prepare to share effective strategies. Assist the team in making a plan for a student that both enhances the students strengths and identifies changes needed for greater student achievement.

Essentials to Consider when Implementing an Intervention Plan: Determine that the focus for instruction is accurate and focuses on all needs and multiple interventions. Determine a target goal. Determine what instruction and/or intervention will best meet the students needs. Decide on who will be providing the instruction / intervention. Determine the time and place for the instruction / intervention. Determine a plan for monitoring progress including who will be responsible.

The Intervention Plan (Tier III RtI)Should Include: Identify Concerns & Objectives (Use information from student performance data to identify key concerns and objectives) Develop an Assessment Plan (Determine what type of digging deeper assessment will be used to create an intervention plan. Generate SMART Goals Based on Assessment Data (Goals should be specific, measurable, attainable, realistic, and time-bound) Determine an Intervention Plan (Intervention Plans should include the following: What is the area of concern? Who will provide the instruction/interventions? What is the target goal for the planned intervention? How will we monitor the students progress? Implement the Intervention Plan (Case Manager conducts fidelity checks to determine: Are the interventions being implemented as designed? Are there additional supports/resources needed? Does the data indicate that the intervention is effective? Is the frequency of the intervention implementation being recorded? Analyze the Intervention Plan (Has the student responded to the intervention? Has he/she met the established target goal? Is he/she moving toward their goal at an acceptable rate of progress?)

Next Steps Team meets to review additional data collection If the student is responding to intervention, develop a plan to gradually decrease support If a student is not responding to interventions, consider implementing another intervention If the student demonstrates severely limited progress, the Tier III RtI team determines if a referral is warranted for consideration to the following: Special Education or 504 Plan or other intensive service. Tier III interventions continue through the assessment process. The 90 day timeline begins upon receipt of the written referral.

*Rememberjust because a child in not on grade level/meeting benchmarks does not mean they are in need of special education.

Policies Governing Special Education IDEA 2007 requires Two scientific research-based interventions to address skill deficiency and documentation of the results of the interventions, including progress monitoring documentation. This means Students must have a plan with data to prove he/she has not responded to regular classroom instruction or direct, strategic interventions and has not met the expected rate of progress.

When Should a Student be referred to Special Education?


After careful discussion and review of the data collected during Tiers I, II, III, the Tier III RtI team may decide that there is sufficient information to warrant a consideration for a referral to special education. In this case, the Tier III RtI team lists the reasons they made a referral to special education (e.g., student has not responded to intervention, student is far behind his/her peers as documented by progress monitoring). Once the referral is made to Special Education, Special Education invites the parent and/or guardian to an initial referral meeting. To prevent additional academic and/or behavioral problems, the Tier III RtI team must initiate and/or continue to offer intensive individualized academic and/or behavioral instructional strategies that the classroom teacher and interventionist can implement during the referral process. Students may also be considered for referral to Section 504 if the need for special education has been ruled out.