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Best Practices at Tier 3
Intensive Interventions for Remediation, Secondary
Created for secondary school educators, this resource details how to implement intensive interventions at Tier 3 of the RTI at Work™ process. Utilize these teaching strategies to maximize the efficacy of a multitiered system of support (MTSS).
Benefits
- Discover fundamental practices and tools to support students through a schoolwide, collaborative RTI at Work process.
- Understand the role of teams, specifically the leadership and intervention teams, in effectively implementing the RTI at Work process at Tier 3.
- Learn how to design and deliver assessments and instruction while utilizing best practices of a multitiered system of support (MTSS).
- Examine the importance of teaching essential academic and social behaviors, and obtain strategies for delivering intensive behavior interventions at Tier 3.
- Gain activities and tools to apply in the classroom and further student learning.
Table of Contents
REPRODUCIBLES
Chapter 1
Chapter 2
- Figure 2.1: Team Collective Responsibility Survey
- Figure 2.2: Goals 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 Secondary 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
Chapter 5
- Figure 5.1: Sample Early Warning Indicator
- Figure 5.2: Intervention Team Problem-Solving Process
- Figure 5.4: Determining Goals for Individual Students
- Figure 5.6: Data Team Template Example
- Figure 5.8: Tier 3 Team Data Analysis Considerations
Chapter 6
- Figure 6.1: Essential PBIS Practices
- Figure 6.2: Sample Schoolwide Behavior Teaching Matrix
- Figure 6.4: Teaching Considerations for Social and Emotional Learning Skills
- Figure 6.5: Teaching Essential Behavior Skills Team Checklist
- Figure 6.6: Behavior Analysis Protocol
- Figure 6.8: Behavior Intervention Team Meeting Tool
- Figure 6.10: Check-In/check-Out Weekly Points
- Figure 6.11: Steps to Help Students Learn to Self-Monitor
- Figure 6.12: Steps for Teaching Calm-Down Strategies
- Figure 6.14: Steps and Considerations for Conflict Resolution
Chapter 7
- Figure 7.1: Steps and Guiding Questions for Instructional Planning
- Figure 7.2: Preplanning and Coplanning 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 7.8: Strategy Journal
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?
SUGGESTED RESOURCES
Books
- Buffum, A., Mattos, M., & Malone, J. (2017). Taking action: A handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., & Weber, C. (2011). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.
- Buffum, A., Mattos, M., Weber, C., & Hierck, T. (2014). Uniting academic and behavior interventions: Solving the skill or will dilemma. Bloomington, IN: Solution Tree Press.
- DuFour, R. (2015). In praise of American educators: And how they can become even better. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work™: New insights for improving schools. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work® (3rd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree Press.
- Ferriter, W. M. (2020). The big book of tools for collaborative teams in a PLC at Work. Bloomington, IN: Solution Tree Press.
- Gobble, T., Onuscheck, M., Reibel, A. R., & Twadell, E. (2017). Pathways to proficiency: Implementing evidenced-based grading. Bloomington, IN: Solution Tree Press.
- Muhammad, A. (2017). Transforming school culture: How to overcome staff division (2nd ed.). Bloomington, IN: Solution Tree Press.
- Rogers, P., Smith, W. R., Buffum, A., & Mattos, M. (2020). Best practices at Tier 3, elementary: Intensive interventions for remediation. Bloomington, IN: Solution Tree Press.
