Tier 3

1. Tier 3 Intensive Individualized Interventions and Supports

2. 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. 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. A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Differences Between Tier 2 & Tier 3

5. A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Differences Between Tier 2 & Tier 3

6. A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Differences Between Tier 2 & Tier 3

7. A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Differences Between Tier 2 & Tier 3

8. A Summary of Research-Based Factors that Illustrate the Differences Between Tier 2 and Tier 3 Differences Between Tier 2 & Tier 3

9. 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. Who needs Tier 3 services?

10. 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. Gap & Rate: Disruptive Episodes

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

12. 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. Gap & Rate: Increasing a Desirable/Replacement Behavior

13. 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 • 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

15. Additional Sources for Behavior Data FastBridge Connection

16. SAEBRS Report

17. SAEBRS Group Report

18. 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) andtier 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. 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?