EDF 593: Tier 3 RTI Instruction Rachel Brown-Chidsey, Ph.D

© Brown-Chidsey, Tier 3 Instruction includes step 9 Check RTI Steps ___1.Implement scientifically-based general education instructional methods. ___ Verify accuracy of instructional procedures with integrity assessment. ___2. Collect benchmarks of all students’ performance 3 times during the school year. ___3. Identify which students scored below the benchmark target(s). _ __ _1.Provide daily scientifically-based small group instruction to students with scores below benchmark target(s) for at least 3 weeks. ___ Verify accuracy of instructional procedures with integrity assessment. ___5. Monitor student progress toward benchmark(s) using daily assessments and data graphing for 3 school weeks. ___6. Review, revise, and/or discontinue small-group instruction based on student performance and progress toward benchmark at end of 3 weeks. ___7. For students not yet showing evidence of meeting benchmark(s) by end of school year, increase the intensity, duration, and/or frequency of instruction and continue to monitor progress for up to another 3 weeks. ___8. Review, revise, and/or discontinue small-group instruction based on student performance and attainment of benchmark at end of second 3 weeks. _X_9. For students not yet showing evidence of meeting benchmark(s) by end of school year, initiate a comprehensive evaluation to determine whether the student has a disability and is eligible for special education services. ___10. IEP team determines whether student has a disability and meets the criteria for special education services; if the student is eligible for special education, an IEP is developed and becomes the student’s new instructional program.

© Brown-Chidsey, Tier 1: General Instruction and Assessment Tier 2: Supplementary Instruction and Assessment Instruction Tier 3: Special Instruction and Assessment All Students Some Students A Few Students DATADATA DATADATA Special Instruction for a Few Students

© Brown-Chidsey, Transition from Tier 2 to 3 Many students will make excellent progress in tier 2 and transition back to tier 1 only In tier 2 there are 3 choices of action: –Maintain current intervention as is for 3 more weeks –Change current intervention and review again in 3 weeks Increase intervention – or -- Decrease intervention –Change to an intensive Tier 3 intervention

© Brown-Chidsey, How Long Should Tier 2 Continue Before Tier 3 Happens? It depends… The major criterion is 6 weeks of no progress in tier 2 instruction, assuming that such instruction has been implemented with integrity, the student was not absent, etc. At tier 2 it’s appropriate to try at least 2 interventions before going to Tier 3

Tier 3 Includes Options There are several different ways to use tier 3 The Brown-Chidsey & Steege model includes using Tier 3 as a transition time to determine if a referral to special education is needed Includes intensive intervention like what would be used in special education © Brown-Chidsey, 20106

Tier 3 is not Special Education Note that Tier 3 is NOT Special Education This is because only an IEP team can decide if a student is eligible for Special Education Tier 3 can include both intervention and assessment activities that test out whether Special Education-like instruction is needed © Brown-Chidsey, 20107

8 RTI Step 9 For students not showing progress with Tier 3 intervention, initiate a referral and comprehensive evaluation to determine whether the student has a disability and is eligible for special education services Tier 3 intervention continues during evaluation

© Brown-Chidsey, 20109

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© Brown-Chidsey, Instruction is Still Intervention Intervention is still used at Tier 3 while the evaluation is under way. It would be unethical to stop all attempts at helping the student while an evaluation is conducted The data collected during Tier 3 intervention can be used in the report The core instructional methods still need to be based on effective teaching practices

© Brown-Chidsey, Tier 3 Intervention For Tier 3 students, the intervention should be based on what worked best out of what was tried at Tier 2 This may be small group or individualized Special education staff may work with Tier 3 students (according to the 15% rule), but a student would not be considered eligible for Special Education until an IEP makes such a decision

© Brown-Chidsey, Selecting Tier 3 Materials Just like Tier 2, Tier 3 instruction needs to be scientifically based. The same process to locate materials can be used (using WWC, etc) Tier 3 programs should be highly focused on the child’s individual needs and may be adaptations of published programs

© Brown-Chidsey, Data Collection During Tier 3 Frequent checks on student progress should happen during Tier 3 –Must be done at least weekly –Can be as often as daily The progress data can be used immediately to see if adaptations in instruction yield student improvement

© Brown-Chidsey, Who Provides Tier 3 Instruction? There’s no hard rule on who does the Tier 3 instruction It is usually a staff member with expertise in the area of need, either a content specialist or a special educator At this Tier it’s ideal to have the instructor do both instruction and assessment since a separate comprehensive evaluation is also occurring

© Brown-Chidsey, Nature of Intervention Can Guide Implementation The best way to decide who will do a Tier 3 intervention with a student is to consider what the intervention entails Often a small quiet space is a must at this Tier because of the student’s needs and the more individualized instruction

© Brown-Chidsey, When is Tier 3 Instruction? Tier 3 has two schedule formats: –Additional 30 minutes/day added on top of Tier 1 plus tier 2 –Replacement of Tier 1 core program Scheduling Tier 3 sessions can be as challenging as Tier 2 but not impossible May need to be based on the instructor's availability

© Brown-Chidsey, Summary Tier 3 intervention is scientifically-based instruction tailored to the specific skills a student has struggled to learn Tier 3 instruction usually involves 1 or 2 students working with a specialist or special educator Tier 3 instruction is accompanied by frequent (e.g., weekly or daily) progress monitoring to determine student progress