Intensive Individualized Interventions and Supports Tier 3 Intensive Individualized Interventions and Supports

Intensive Individualized Interventions and Supports Address significant barriers to learning the skills required for school success. The most intense intervention based upon small group or individual student need and aligned with Florida State Standards, core academic and behavioral instruction, and supplemental supports. Intense = Daily or near daily sessions; increased time per session for delivery, practice and feedback; narrowed focus; reduced group size; most explicit and systematic; most frequent progress monitoring. Intensive Individualized Interventions and Supports

Close skill gaps to enable successful mastery of Florida State Standards and grade-level instructional goals and expectations for learners who are struggling in the general education curriculum and setting, while ensuring the prevention of new content area gaps and supporting student engagement. The Goal of Tier 3

Differences Between Tier 2 & Tier 3 A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Factor Tiers of Instructional Support Organizational Factors Tier 2 Tier 3 Time allotted for instruction 30 minutes, 3 to 5 days/week 45 to 120 minutes, 5 days/week Instructional grouping 5 to 8 students 1 to 3 students Duration of intervention 8 to 15 weeks (< 20 weeks) 20+ weeks Interventionist facilitating instruction General education teacher, intervention specialist Intervention specialist, content area specialist, special education teacher Table 1: A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 (This information is summarized across the nation and across grade levels K-12.) http://www.rtinetwork.org/essential/tieredinstruction/tier3/distinguishing-between-tier-2-and-tier-3-instruction-in-order-to-support-implementation-of-rti Differences Between Tier 2 & Tier 3

Differences Between Tier 2 & Tier 3 A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Factor Tiers of Instructional Support Assessment Factors Tier 2 Tier 3 Level of Diagnostic Assessment Group Diagnostic Individual Diagnostic Intensity of Progress Monitoring Biweekly or monthly Twice/week or weekly Assessment Framework Group-level RIOT/ICEL (if applicable) RIOT/ICEL Table 1: A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 (This information is summarized across the nation and across grade levels K-12.) http://www.rtinetwork.org/essential/tieredinstruction/tier3/distinguishing-between-tier-2-and-tier-3-instruction-in-order-to-support-implementation-of-rti Differences Between Tier 2 & Tier 3

Differences Between Tier 2 & Tier 3 A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Factor Tiers of Instructional Support Instructional Factors Tier 2 Tier 3 Opportunities to Respond At least 6 to 8 At least 8 to 12 Success Rate of Student Responses At least 80% successful on new material and 90% successful on review material Instructional Focus Use of core and supplemental programs with support of reteaching and review More strategically structured, remediation intervention programs Table 1: A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 (This information is summarized across the nation and across grade levels K-12.) http://www.rtinetwork.org/essential/tieredinstruction/tier3/distinguishing-between-tier-2-and-tier-3-instruction-in-order-to-support-implementation-of-rti Differences Between Tier 2 & Tier 3

Differences Between Tier 2 & Tier 3 A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Factor Tiers of Instructional Support Instructional Factors cont. Tier 2 Tier 3 Behavioral Expectations More structured systems to reinforce/correct challenging behavior FBA to plan an individualized intervention Review & Repetition Review and practice of core concepts taught in Tier 1 More intensive practice of core and remediation content . Considerably more time spent reviewing concepts and allowing practice. Table 1: A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 (This information is summarized across the nation and across grade levels K-12.) http://www.rtinetwork.org/essential/tieredinstruction/tier3/distinguishing-between-tier-2-and-tier-3-instruction-in-order-to-support-implementation-of-rti Differences Between Tier 2 & Tier 3

Differences Between Tier 2 & Tier 3 A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Factor Tiers of Instructional Support Instructional Factors cont. Tier 2 Tier 3 Precorrection Utilize group precorrection Utilize individual precorrection Error Correction Prompt students to correct errors (“Look at the word again…”) Provide direct error correction procedures (“That word is ___. What word?”) Scaffolding Utilize “I do, we do, you do together, you do alone” framework Provide more intensive guided practice during “we do”    Table 1: A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 (This information is summarized across the nation and across grade levels K-12.) http://www.rtinetwork.org/essential/tieredinstruction/tier3/distinguishing-between-tier-2-and-tier-3-instruction-in-order-to-support-implementation-of-rti Differences Between Tier 2 & Tier 3

Who needs Tier 3 services? Based on multiple sources of data: Students who are experiencing significant problems (academic and/or behavioral). Students who are not responding as expected to Tier 1 and Tier 2 efforts. Unable to reach proficiency expectations. Maintaining the gap or the gap continues to widen. Guidelines may vary from school to school, but students in need of Tier 3 services should be able to access these services in one of two ways: students not making adequate progress and are unresponsive to Tier 1 or Tier 2 can be moved into Tier 3 to receive more intensive intervention supports. there should be a way for students who are experiencing very severe or significant academic, behavioral, or social-emotional problems can be triaged directly into Tier 3 to receive necessary intensive and individualized intervention supports. The second option is necessary to provide supports in a timely fashion rather than delaying access by making students wait to go through Tier 1 and Tier 2 intervention services. Who needs Tier 3 services?

Gap & Rate: Disruptive Episodes Average Time Spent in Disruptive Episodes: 27 minutes Goal Set by the PST Team: Reduce to 5 minutes Gap: Current Average – Goal = Gap 27 - 5 = 22 Minutes to be Reduced Rate of Progress: Minutes to be Reduced ÷ Number of Weeks for Intervention 22 / 10 weeks of intervention = 2.2 Student needs to show a reduction of 2.2 minutes per week to reach the goal in 10 weeks. PST team needs to decide: What a reasonable reduction in behavior is (goal) How fast the behavior needs to be reduced (length of intervention) How reasonable it is to expect a given reduction in behavior (ambitious, but reasonable OR setting up for failure?) Gap & Rate: Disruptive Episodes

Example: Extinguishing an Undesirable Behavior Look for a decrease in behavior. Example: Extinguishing an Undesirable Behavior

Gap & Rate: Increasing a Desirable/Replacement Behavior Initial Score: 5 Average Score: 39 Most recent score: 75 Goal Set by PST Team: 100 Gap: Goal – Most Recent Score = Gap 100 - 75 = 25 Points to be Earned Rate of Progress: Points to be Earned ÷ Number of Weeks for Intervention 25 / 8 weeks of intervention = 3.125 Student needs to earn 3 to 4 points per week to reach the goal in 8 weeks. Scores – could be points earned, tallies on a tally sheet, etc. PST team needs to decide: What a reasonable increase in the desired behavior is (goal) How fast the behavior needs to be increased (length of intervention) How reasonable it is to expect a given increase in behavior (ambitious, but reasonable OR setting up for failure?) Gap & Rate: Increasing a Desirable/Replacement Behavior

Example: Increasing a Desirable/Replacement Behavior Look for an increase in behavior. Example: Increasing a Desirable/Replacement Behavior

Look for an increase in behavior. Initial Score = 40 % Student’s Average Score = 61% Most Recent Score = 43% Class Average = 90% Target Set by PST Team = 80% Gap: Goal – Most Recent Score = Gap 80 - 43 = 37 Percentage Points to be Earned Rate of Progress: Percentage Points to be Earned ÷ Number of Weeks for Intervention 37 / 16 weeks of intervention = 2.3 Student needs to earn 2 to 3% each week to reach the goal in 16 weeks. Example: Class Dojo Data

FastBridge Connection Additional Sources for Behavior Data Assessment Description Uses SAEBRS Screener of student at risk for emotional & behavioral problems in K-12 Rating scale determines frequency of maladaptive/adaptive behaviors ~3-5 minutes to complete each measure Determines how to support students across tiers & which problem behaviors should be prioritized through intervention Intended for students who frequently display inappropriate social, academic, and/or emotional behaviors, and rarely display appropriate behaviors SAEBRS Progress Monitoring available mySAEBRS Student component to complement SAEBRS Online administration (3-5 min.) Student & teacher responses are mapped in the same report Student ratings indicate how the student perceives their own performance & helps identify strategies for intervention REACT Surveys students & captures their perceptions of the classroom learning environment Online administration Intended to help teachers improve outcomes in their own classrooms Information retrieved from the FastBridge Knowledge Base. FastBridge Connection

The SAEBRS Individual Report offers an at-a-glance view of student behavior in three categories: Social, Academic, and Emotional. While both teacher and student ratings are displayed on the graph, only the teacher’s scores contribute to the overall score.   Pink icons on the graph show where the teacher rated the student. Blue icons show where the student rated him/herself. When the teacher and student give the same rating, only the pink symbol is shown. The blue line can indicate a discrepancy between teacher and student ratings, but it can also mean that only the student has taken the assessment.  (FastBridge Knowledge Base, 2016) 1. The angled items below the graph are the subtest areas the assessment addresses. An asterisk next to an item indicates it uses an inverted scoring scale.  2. The inverted scoring scale ratings are on the right side of the graph. These ratings correspond to areas where a negative responses are favored. For example: "I never do that." vs "I often do that."  3. Student scores are color coded to indicate their percentile ranking relative to other students in the same grade at the same school. There may or may not be a risk indicator next to the score.  4. Students whose number lines fall in the white area are at low risk for developing behavioral problems.  5. Students whose number lines fall into the light or dark pink areas may be at Some or High Risk respectively and might benefit from some level of intervention to improve their performance in the affected areas. SAEBRS Report

There are 2 ways to view the Group Report for SAEBRS There are 2 ways to view the Group Report for SAEBRS. How to interpret these view options are found below.1. View the assessment as a whole, all domains, scores for the selected screening period and their class percentile group. 2. View a specific domain, scores for all screening periods of the year, local and national percentiles. (FastBridge Knowledge Base, 2016) SAEBRS Group Report

SAEBRS Progress Monitoring Based on “AT RISK” results from the SAEBRS Screener, Progress Monitoring can be established. Behaviors listed in BOLD are recommended, and found most common behavior monitoring Behaviors listed with the flame are behaviors that will be rated in frequency AND intensity You can select how often the student will be rated, as well as which days, times and classes the student will be monitored. SAEBRS Progress Monitoring

Truth: Within an MTSS, students are provided interventions based on their identified need. If a student is receiving only tier 1 instruction and is identified as performing significantly below where he or she would be expected to be performing based on his or her grade level, the student does not need to first receive tier 2 interventions for a period of time before they can receive tier 3 intervention supports. If the team decides a student needs very intensive supports in order to reach their educational goals, the student can be provided tier 2 (small group interventions) and tier 3 (individual interventions) supports immediately and simultaneously. Students are monitored frequently and, if they are progressing, the level of supports provided to students is gradually reduced so that he or she can maintain success given the core, general education instruction and supports (tier 1) successfully. In other words, it is the degree of student need that drives the level of supports provided to a student. Myth: Children have to get through tier 1 and tier 2 before they get tier 3.

Myth: Tier 3 means the child will be tested for ESE Truth: Receiving intensive, individualized interventions and supports (tier 3) does not mean that a child will be evaluated for exceptional student education (ESE) eligibility. Within an MTSS, tier 3 offers the most intensive and individualized support for students in academics, behavior, or both. Not all students who receive tier 3 supports are identified as students with disabilities receiving ESE services. Not all students in ESE are in need of tier 3 supports in all areas. Within an MTSS, additional support is provided to students based on data demonstrating a need for more intensive instruction/intervention. There are no specific tests or evaluations that must be administered to all students to determine if a student can receive ESE services. Schools must use a wide variety of assessment tools and strategies, including information from parents, in order to make important educational decisions. If the team decides more data are necessary, then additional information should be collected. A team consisting of professionals from the school and families make the determination that a student is eligible for ESE services using comprehensive information and professional judgment. This process is done on a student-by-student basis and the needed data may look different for each student. Myth: Tier 3 means the child will be tested for ESE

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