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Description of Tier 3
Purpose of Tier 3 should be clear and recognizable by observers and
should include examples of the concern(s).
Provides additional support from administrative staff
Assists teacher(s) in gaining new knowledge Validate the Area(s) of Concern: This requires the use
regarding the identified concern of a standard so that comparisons can be made
between what the student is actually able to do and
Requires in-depth analysis/assessment and further what is expected. This serves as the foundation for
data collection determining a discrepancy and the magnitude of the
Document plans & assist with ongoing data collection concern.
Measures effectiveness of intervention plans Analyze the Area Targeted for Instruction/Intervention:
Assists with decision making and making Assessment questions are formulated to find out what
instructional changes in the classroom we need to know to design an intervention plan. This
includes looking at the domains of instruction,
Determines need for additional resources curriculum, environment, and the learner. A hypothesis
is generated. This hypothesis attempts to establish an
assumed cause for the area of concern and answer the
Description of Tier 3 question, “Why is the student performing at a level of
concern?” Predictions about what will increase the
When an area of concern is complex in nature, it may student’s performance in the area(s) of concern are
require additional resources. Support personnel such made and assessment procedures are used for
as school psychologists, academic consultants, validation until an intervention is indicated.
intervention consultants, school social workers, and
direct service personnel (i.e., speech-language Write a Performance Statement: The performance
pathologists, occupational therapists, physical statement includes a specific area of performance, a
therapists, and early childhood specialists) may be description of the dimensions of that area, a description
asked to participate on the problem-solving team. The of the setting dimensions, and a statement describing
intent continues to be the provision of interventions in the discrepancy and its significance.
order to help the student perform successfully in the
general education environment. A member from the S- 2. Develop a Plan
BIT will act as the primary case manager and will assist The S-BIT develops a written intervention plan based
with documentation, intervention design, on the assessment data that has been gathered up to
implementation, and follow-up. Reviews, interviews, this point.
observations and testing will be done to further define
and analyze the area of concern. Interventions are Generate Possible Solutions: This step requires the
designed and data are gathered frequently to evaluate team to use the information gathered from the analysis
effectiveness. of the area targeted for instruction/intervention. Based
on the hypothesis and validated prediction, the team
Parent input continues to be a critical component at should have specific guidance as to what intervention
Tier 3. As illustrated earlier, Tiers 2 and 3 of this model has the highest likelihood of success.
are connected. There is, however, a primary distinction
between these tiers. At Tier 3, more specialized Evaluate the Solutions: Potential solutions should
personnel are significantly involved as members of the consider alterable variables, feasibility, teacher skills,
extended S-BIT Team. and the likelihood of success. Resources to conduct
the intervention must be considered and a solution
Typical Tier 3 Activities must be selected that is reasonable within the general
education environment. If special education resources
1. Define the Student’s Performance Profile are to be used, very short focused involvement should
At Tier 3, the S-BIT reviews all information. Several be planned.
activities are completed to fully define the area(s) of
concern. Select a Solution: When selecting reasonable solutions,
it is important to take into account the feasibility that the
Identify Area of Concern: Derive a general description teacher can or will implement the plan with integrity.
of the concern or current difficulty the student is having. Plans that cannot be implemented the way they were
All concerns are noted at this time, but if there are designed will not generate much, if any, usable
concerns in multiple areas, these concerns should be information for decision making at a later time.
prioritized and a target area selected.
Collect Baseline Data: A measurement strategy for
Define the Area(s) of Concern: Define the area(s) of collecting data should be identified and used to
concern in concrete, observable terms. This definition measure performance in the area of concern. Repeated
collection of pre-intervention data will be useful in future The student is not making progress at the rate
problem analysis and intervention design. expected and the plan needs to be revised or
modified in order to obtain the expected rate of
Set a Goal: Write a goal including the time frame, progress. The purpose of ongoing, frequent progress
conditions, performance, and criterion. Previous data monitoring is to provide the necessary data for
should be considered utilizing a standard to establish making instructional changes when they are
expected progress (i.e., peer performance, teacher warranted. A successful intervention may have
expectations, realistic/ambitious growth rates). multiple phases as changes (based on data) are
made. It may also be determined that eligibility for
Write an Intervention Plan: The intervention plan should special education should be considered.
clearly identify procedures and instructional strategies
to be used. Arrangements such as where and when the One other possible outcome may be that the
plan will be implemented and the materials needed to intervention is successful but the resources needed
carry out the plan should be delineated. Persons to maintain the intervention are beyond what can be
responsible for all aspects of the plan are identified. reasonably continued in general education. This may
It is essential that this plan is written and available to all also warrant consideration of an evaluation for
individuals involved in the implementation of the plan. special education eligibility.
Select Measurement Strategy: The measurement When an ongoing review of performance in the area of
strategy employed previously should again be utilized concern indicates change has occurred more slowly
with methods of data collection, measurement than needed to “close the gap” with peers or when
conditions, and a clearly identified monitoring schedule. resources needed for treatment plans are more than
can be expected solely through general education, it is
Develop a Plan to Evaluate Effectiveness: A decision- time to consider moving to a request for an evaluation
making plan with frequent data collection should be for special education eligibility. It is important to note
identified also with strategies for summarizing the data that if special education services are being considered,
for evaluation. The number of data points or length of except in few rare cases, an intervention of Tier 3
time before data analysis occurs should be agreed specificity is used.
upon and a decision rule should be selected to guide
the team in determining the need for instructional
changes.
3. Implement the Plan
The intervention plan should be implemented as
designed with modifications based on data analysis
and in collaboration with other implementers.
Implementation of the plan will require ongoing support,
technical assistance, resource linking, design review,
troubleshooting, positive reinforcement for the
implementers, and data collection and/or analysis.
All implemented plans should be progress monitored.
Progress monitoring includes regular and frequent data
collection with recording/graphing of the results. Data
should be systematically analyzed so that modifications
may be implemented as needed. There should also be
a planned review of the results to formulate conclusions
and outcome decisions.
4. Evaluate Progress
To determine the intervention’s effectiveness, the
decision-making plan should be used at the identified
frequency. It is important to consider not only the
student’s level of performance, but to also consider the
rate of the student’s progress. Possible outcomes when
evaluating an intervention include:
The discrepancy between expected and observed
behavior of the student no longer exists. The student
is expected to benefit from instruction in general
education without significant modifications or
adaptations.
The student is making progress toward the goal, but
continues to need the intervention in order to
maintain the current rate of progress.
Tier 3 / Problem-Solving
Consultation with S-BIT
1. Review Student’s Performance Level
What does the student know; what should the student know; what is the discrepancy between these two
Identify area of concern Clearly define the area of concern Validate performance in area of concern
Analyze the area targeted for instruction/intervention Write a performance statement
TEACHER and PARENT
4. Evaluate Step 1
2. Develop a Plan
Define
the
Problem
- Generate possible solutions
- Data analyzed to determine Step 7
Analysis
Step 2
Develop - Evaluate solutions
effectiveness of the
Assessme
an
Assessme - Select a solution
nt Plan nt Plan
- Success determined by rate - Collect baseline data
of progress and size of discrepancy - Set a goal
- Recycle as needed; may consider Step 6
Implemen
Step 3
Analysis - Write action plan
evaluation for special education t the
Interventi
of the
Assessme - Select measurement strategy
eligibility on Plan nt Plan
- Develop plan to evaluate
Step 5
Develop
Step 4
Generate
effectiveness
an a Goal
Interventi Statemen
on Plan t
School-Based
Intervention Team
3. Implement the Plan
Implement according to written plan Ongoing systematic data collection Follow-up as needed
Tier 3 Checklist
S-BIT Actions during Tier 3 S-BIT Member(s) Responsible
Schedule student for discussion S-BIT meeting (O-RtI-03 if not previously completed) S-BIT Consultant
S-BIT Chair ensures all Tier 1 and 2 paperwork and procedures are complete S-BIT Chair
Tier 3 paperwork is added to RtI folder S-BIT Chair
Complete at least 1 Classroom Observation (O-RtI-12 or O-RtI-13) S-BIT Member
Parents are invited (O-RtI-04) S-BIT Chair
Complete Student Information (O-RtI-07; For Behavior include O-Rti-09b, c and d) S-BIT Case Manager
S-BIT meets S-BIT Chair
S-BIT reviews student information and progress monitoring data S-BIT Chair
Develop Tier 3 intervention plan (O-RtI-08; For Behavior include O-RtI-09 & O-RtI-10) S-BIT
Provide any materials needed for intervention plan to teacher and/or parents S-BIT Case Manager
Implement Tier 3 intervention plan for 20 – 30 school days before next S-BIT review S-BIT Case Manager
Document and graph data using the O-RtI-14 & Excel. For behavior, use method
S-BIT Case Manager
selected by S-BIT & graph data(e.g., CBM, point card, BRS (O-RtI-10b), etc.)
Complete fidelity tool (S-BIT determines appropriate tool) S-BIT Member
S-BIT Chair schedules student for discussion at team meeting to review effectiveness
S-BIT Team Chair
of Tier 3 plan
Decision Making by S-BIT S-BIT Member(s) Responsible
S-BIT intervention plan successful: Return to Tier 2 or Tier 1 S-BIT Case Manager
Not enough data gathered: Continue Tier 3 intervention plan S-BIT Case Manager
Revise and continue Tier 3 intervention plan S-BIT Case Manager
Schedule S-BIT meeting with school psychologist S-BIT Chair
Move to referral for evaluation for special education eligibility (O-RtI-11)
S-BIT Case Manager
Refer to ESE Referral Checklist
