1. Intensive Individualized Interventions and Supports
Tier 3
Intensive Individualized Interventions and Supports

2. 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

3. 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

4. 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.)
Differences Between Tier 2 & Tier 3

5. 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.)
Differences Between Tier 2 & Tier 3

6. 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.)
Differences Between Tier 2 & Tier 3

7. 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.)
Differences Between Tier 2 & Tier 3

8. 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.)
Differences Between Tier 2 & Tier 3

9. 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?

10. 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
= 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

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

12. Gap & Rate: Increasing a Desirable/Replacement Behavior
Initial Score: Average Score: Most recent score: 75
Goal Set by PST Team: 100
Gap: Goal – Most Recent Score = Gap
= 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

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

14. 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
= 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

15. 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

16. 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

17. 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

18. 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

19. 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.

20. 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

21. Questions?