1. Tier 3 Intervention The Most Intense Level of Intervention!!!

2. Who receives Tier 3 Interventions? Students who require more intense, explicit, and individualized instruction who have NOT shown SUFFICIENT response to Tier 1 and Tier 2 interventions Approx. 2-10% go to Tier 3 Interventions

3. Differences in Tier 3 Instruction (compared to Tiers 1 and 2) - More intense, explicit, and individualized instruction -May be similar to Tier 2, but are INTENSIFIED in focus, frequency, and duration. -Typically delivered outside the general education classroom -Often delivered by special education teachers and specialists

4. Characteristics of Tier 3 Interventions Initial and Specific goals are provided by an Individual Educational Plan or IEP IEP is guided by the results of a comprehensive evaluation Includes ongoing progress monitoring and strategies to direct the teaching process

5. Characteristics of Tier 3 cont. Programs, strategies, and procedures are designed and employed to supplement, enhance, and support Tier 1 and Tier 2 interventions Typically longer duration than Tier 2 Frequency depends on individual student need Criteria to exit Tier 3 are specified and monitored so that placement can be flexible per student Educators should use evidence-based intervention strategies

6. Characteristics cont. Groups of students of much smaller sizes than Tier 2 3-5 students max One-on-one instruction very common Multiple interventions and services delivered by special education teachers with increased instructional time Targeted instruction aimed at actual and specific skill deficit Help the student “catch up” with their peers

7. Strategies for Tier 3 Intervention What can you do???

8. Strategies Administer diagnostics that link directly to actual or suspected deficit in content area Meet daily to provide student with specific intensive instruction targeted to the skill deficit Consult and involve instructional specialists and document actions taken

9. Strategies cont. Provide clearly written instructions with step-by- step manner Differentiate instruction using Bloom’s Taxonomy to ask questions and plan learning activities Explain clearly each academic task and the specific criteria needed to successfully complete the task Increase opportunities for students to respond in a variety of ways i.e. questions, personal dry- erase boards, graphic organizers, journals

10. Strategies cont. Use frequent monitoring to assess the progress and non-progress made by students so instruction can be adjusted in a timely manner Reinforce conceptualization of steps using repetition in a variety of contexts where memory is required i.e. oral, written, “act-it-out” Integrate real-life experiences into instruction Present instruction at a lively pace using humor

11. Strategies cont. Use illustrations, diagrams, demonstrations, charts, and manipulatives to present instruction Illustrate key points to focus attention and help with retention of information Pause during lessons to allow students to repeat a word or phrase about the concept being taught Provide access to a less distracting location for independent work

12. Making Tier 3 Interventions Work Bringing us all together!

13. Tier 3 Students at risk can benefit from increased cooperation and understanding between regular and special education teachers Some regular education teachers experience high stress and difficulties dealing with students with learning disabilities Some regular teachers have difficulties meeting the needs of their classrooms and searching for research-based ways to help them

14. Inclusion Teams Consists of regular teachers, special educators, paraprofessionals, and building administrators These teams should focus on:

15. Inclusion Team Focus 1. Adapting curriculum, instruction, and assessment to facilitate the success of special education students within regular classrooms

16. Inclusion Teams Focus 2. Provide interventions to assist students with severe behavior problems

17. Inclusion Teams Focus 3. Coordinate the school’s academic, social, and health services for students at risk

18. Inclusion Teams Focus 4. Assure that every student at risk in the school is mentored by an adult member of the school community

19. Contributions of Tier 3 Intervention to the RTI Framework All educators within the school can work together and share responsibility to ensure each student at the tier three level participates fully in the educational process and reaches his or her learning potential The Inclusion Team becomes a visible symbol the school’s commitment to student success

20. Contributions of Tier 3 Intervention to the RTI Framework The Inclusion Team can share innovative practices with each other ensuring that regular teachers, specialists, paraprofessionals, and administrators are on the same page to solve problems dealing with students at the Tier 3 level As a result, school members are now available to provide individual assistance to ALL involved with working with these students.