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TABLE OF CONTENTS

Chapter 1: The Power and Purpose of Tier 3 Intensive Interventions
Chapter 2: The Need for Collective Commitment and Responsibility
Chapter 3: Collaborative Team Structures at Tier 3
Chapter 4: Tier 3 Design to Ensure High Levels of Learning
Chapter 5: Convergent Assessment for Targeting at Tier 3
Chapter 6: Behavior Supports at Tier 3
Chapter 7: Academic Instruction at Tier 3
Chapter 8: Personalized Learning for Teams
Epilogue: Final Thoughts
Appendix: Resources and Tools

REPRODUCIBLES

Chapter 1

• Figure 1.2: RTI Alignment at Tiers 1, 2, and 3

Chapter 2

• Figure 2.1: Team Collective Responsibility Survey
• Figure 2.2: Dreams and Commitments
• Figure 2.3: Sample Mantra and Team Actions

Chapter 3

• Table 3.1: Leadership Team and Intervention Team Tier 3 Responsibilities
• Figure 3.1: Building a Site Intervention Team
• Figure 3.2: Critical Questions for Special Education Identification
• Figure 3.3: 1-2-3 Action Planning
• Figure 3.4: Monitoring Our Progress
• Figure 3.5: Roles and Responsibilities for Teams at Tier 3

Chapter 4

• Figure 4.1: High-Leverage Tier 1 Practices

Chapter 5

• Figure 5.1: Intervention Team Problem-Solving Process
• Figure 5.3: Sample Learning Progression Used for Individual Goal Setting
• Figure 5.4: Determining Goals for Individual Students
• Figure 5.6: Data Team Template Example
• Figure 5.7: Tier 3 Team Data Analysis Considerations

Chapter 6

• Figure 6.1: Sample Schoolwide Behavior Teaching Matrix
• Figure 6.2: Teaching Considerations for Social and Emotional Learning Skills
• Figure 6.3: Wyatt’s Visual Schedule
• Figure 6.4: Teaching Essential Behavior Skills Team Checklist
• Figure 6.5: Behavior Analysis Protocol
• Figure 6.6: Behavior Intervention Team Meeting Tool
• Figure 6.7: Check-In/Check-Out Weekly Points
• Figure 6.8: Daily Behavior Goal Tracking
• Figure 6.9: Steps to Help Students Learn to Self-Monitor
• Figure 6.10: Individualized Student Behavior Tracker
• Figure 6.11: Steps for Teaching Calm-Down Strategies
• Figure 6.12: Example Choice Board
• Figure 6.13: Safe Place Reflection Sheet
• Figure 6.14: Steps for Teaching Anger Control
• Figure 6.15: Anger Control Strategies
• Figure 6.16: Steps and Considerations for Conflict Resolution
• Behavior Observation Tool
• Individual Behavior Tracking Sheet Example
• Individual Behavior Tracking Sheet

Chapter 7

• Figure 7.1: Steps and Guiding Questions for Instructional Planning
• Figure 7.2: Co-Planning Template
• Figure 7.3: Essential Academic Skills Leadership Team Checklist
• Figure 7.4: Team Data Review—Action Plan
• Table 7.1: High-Leverage Practices for Special Education
• Figure 7.5: Implementing High-Leverage Practices
• Figure 7.6: Student Goal-Setting and Feedback Matrix
• Figure 7.7: My Reading Notepad—Nonfiction Books
• Figure 7.8: Strategies to Remember

Chapter 8

• Figure 8.1: Collaborative Planning for All Students
• Figure 8.2: Leadership Team Reflection Tool
• Figure 8.3: Determining a Grade-Level Learning Progression
• Figure 8.4: Staff Background Sheet
• Figure 8.5: Intervention Team Worksheet
• Figure 8.6: Working the Plan
• Figure 8.7: Who Are Our Learners, and What Are Their Needs?
• Figure 8.8: Who Are Our Learners, and What Are Their Needs? Example

SUGGESTED RESOURCES

Websites

• AllThingsPLC
• Center on Response to Intervention at American Institutes for Research
• Center on Positive Behavioral Interventions & Supports