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).
- 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.
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Table of Contents
- Figure 2.1: Team Collective Responsibility Survey
- Figure 2.2: Goals and Commitments
- Figure 2.3: Sample Mantra and Team Actions
- 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
- 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
- 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
- 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
- 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?
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