Professional Documents
Culture Documents
Intensive/Tier 3 Meetings
If a child continues to struggle over time, despite differentiated instruction and Tier 2
interventions, complete the Tier 3 Referral Checklist to help guide your decision making to
consider moving the child to Tier 3. Progress monitoring data as well as other data points
(triangulated data) will drive the decision making that occurs and the type of intervention that is
needed. Remember, differentiated instruction continues to occur within the general education
classroom.
Purpose: To develop a more intensive intervention and progress monitoring plan for those
students who are not making progress with Tier 2 interventions. Intervention plans can be
academic and/or social/emotional in nature.
A specific goal needs to be developed to guide the Tier 3 intervention, the data to be collected
and identify the expected progress.
Sample goals:
Within 8 weeks, the student will subtract 3-digit numbers with regrouping with 90% accuracy.
Within 8 weeks, the student will make 2-3 inferences from an instructional text using evidence
from the text.
Tier 3 Meetings:
Each building will need to determine when Tier 3 meetings will occur.
The building psychologist will schedule Tier 3 meetings in collaboration with the literacy and/or
math coach, and/or social worker and the classroom teacher.
The classroom teacher will notify the parent of the date and time of the Tier 3 meeting.
If the parent is unable to attend the meeting, the classroom teacher will share results of the
meeting including the intervention and the data that will be collected.
Attendees:
Formative Assessments
Anecdotal/Conferring Notes
Running records with miscue analysis
Benchmark Assessments (MAP, F&P, etc.)
ISEL Data (if appropriate)
If the interventions sufficiently improved the students rate of learning and are such intensity that
they cannot continue to be implemented without special education resources?
The same process should be followed for each additional Tier 3 Meeting-Progress Review. If
interventions have been implemented with fidelity and the progress monitoring data shows the
child continues to not make progress, or the intensity of the interventions cannot continue
without the resources of special education, the team may determine to make a referral to SST.