1. Tier III Implementation

2. Define the Problem  In general - Identify initial concern General description of problem Prioritize and select target behavior Describe what is known about problem and generate questions  Environment  Instruction  Curriculum  Learner

3. Four Domains You look at these four domains on page 1 of the Tier III forms  Environment How environment effects learning - arrangement of classroom, material, media equipment  Curricular Is curriculum appropriate for student? Consider sequence of objectives, teaching methods, and practice materials provided  Instructional Manner in which teacher uses curriculum Consider instructional techniques, presentation style, questioning, feedback techniques  Learner Student skill - necessary prerequisite skills Student process - capacity to learn and problem solving techniques

4. Why look at functional explanations?  Relating academic performance to aspects of classroom instruction that both precede and follow student performance represents a functional approach to understanding failure.  Functional explanations appeal to factors external to the child that have been shown experimentally to affect academic performance, such as time for learning, feedback from the teacher, and reinforcement for correct responding.  Because these factors are external to the child and subject to direct manipulation, functional explanations have the added advantage of identifying simple, practical targets for instructional programming.

5. Develop the Assessment Plan  Develop assessment plan to answer questions generated - validate target behavior  Data across four domains should be gathered from multiple sources - RIOT Reviews Interviews Observations Tests  Determine roles, responsibilities, and timeline This is also written up on page 1 of the Tier III forms.

6. Assessment Plan  Assessments must be functional Direct link between assessment and intervention Data is collected regarding skill deficits and/or performance deficits, academic and/or nonacademic behaviors Questions drive assessments Data leads to instructional decisions and goal setting

7. Characteristics of Functional Assessments  Relevance - Collect data directly related to problem, hypothesis, & questions - no standard comprehensive test battery. Data should be related to instruction.  Direct - Assessments are derived from curriculum, behaviors, and environment are observed in relevant settings.  Multi-dimensional - Data collected regarding environment, curriculum, instruction and learning using RIOT.  Formative - Data is used to formulate interventions, data pinpoints deficiencies & deficits, data also identifies variables affecting students’ performance, environment, instruction, curriculum  Individually focused - Assessments focus on identifying individual strengths & weaknesses and establishing a baseline.  Technically adequate - Reliable and valid for their intended purpose.

8. RIOT  Review, Interview, Observe, Test Review records and work samples, interview staff and parents, testing involves CBM Proceed from general to specific  Global  Specific questions aimed at answering assessment questions

9. Analysis of Assessment Plan  Review data - can’t do or won’t do  Calculate discrepancy between baseline and acceptable level of performance  Baseline is median of three measures  Indicate standard  Make an informed statement as to why the problem is occurring  Make a prediction regarding intervention  Chart and set goal Document on page 2 of the Tier III forms.

10. Prediction and Goal Setting  Without goal setting, it is impossible to judge progress and determine effectiveness of intervention  Goal statements are based on baseline data  Written in specific and measurable terms

11. Goal Statement Definition  Specific description of change you expect to see in student’s behavior as a result of the intervention Includes behavior to change Conditions that will bring about change Level of behavior that is expected

12. Definition Continue  Short-term goals describe progress student is expected to make in a short period of time - during the intervention phase  Long-term goals describe progress student is expected to make in a year - often associated with a program, sometimes with intervention phases  Exit goals identify requirements necessary for student to have program adjusted or exit program - EC

13. Goal Statement  Behavior needs to be measurable, observable, and specific - focus on increasing positive behaviors, rather than decreasing negative ones  For academic issues conditions include: timeline, measurement, situation, and measurement materials used  For behavior issues conditions include: timeline, setting, environmental stimuli that will elicit behavior  Level of behavior that is expected

14. Ways to Establish Expected Level of Behavior  Norms/percentile cutoffs  Expectations  Realistic/ambitious growth  Growth rates

15. Develop Intervention Plan  Procedures (Instructional Strategies)  Arrangements  Timeframe  Person(s) Responsible  Measurement Strategy  Evaluation Plan

16. Evaluation Plan  Frequency of data collection  Strategies to be used to summarize data for evaluation  Number of data points or length of time before data analysis/decision rule

17. End of Intervention Time  Complete the evaluation section on page 4.  Be sure all screenings have been completed.  Review the data and make a decision.

18. Formalization of Process  Problem-solving model forms are completed to document each step of the process  Baseline, goal setting, and progress monitoring data are systematically collected and charted to provide visual representation of skill acquisition  Research based interventions are implemented  In final step, data is provided as evidence that student is in need or not in need of intervention with highest level of intensity - special education services (Tier IV)