Tier 3
Data Collection and Required Components for an Individual Plan
Continue the MTSS Problem-Solving Worksheet. Submit this worksheet along with the referral packet.
Communicate with parents by sending home the following:
RE2 document
Parent Letter Participation in Intervention. (Spanish) Make a copy of this parent letter and place it in the child's cumulative folder.
RE1 – Classroom teacher and IABS team begin collecting data for RE 1. Check only what applies in Area of Concern on page 4 of RE1. Do not check all the areas unless the child needs interventions in that area.
Hearing/Vision (Health Screening) - School Nurse and Speech Pathologist
Social History Development - Social Worker
Academic Observation – In the area(s) of concern during core instruction in that subject area.
Non-Academic Observation – General observation of student during resource, art, music, PE, etc.
Tier III Intervention Observation – General observation of student during the actual implementation of the intervention.
(For Behavior Referral) Behavior Observation – Complete if Behavior is the Area of Concern, as indicated on page 4 of the RE1.
Intervention Data/Attendance for Intervention – Must include baseline data (starting point), then progress monitoring that is displayed in “numbers” over time. Mark attendance on the intervention document.
Interventions and Progress Monitoring for mClass, Istation, and other Researched-Based Interventions:
Interventions at Tier 3 are monitored every two week (10 thirty minute intervention sessions or intervention totaling 5 hours every two weeks.)
Should last at least 8-10 instructional weeks. This can include the weeks of interventions from Tier 2.
All students enrolled in the Tier 3 intervention group have the same shared intervention need.
The student-teacher ratio: Tier 3 up to 5 students.
Tier 3 interventions occur daily in sessions of 30 mins or more
Tier 3 Intervention outcomes discussed at grade levels and MTSS meetings.
MTSS team and classroom teacher will determine if a child is making improvements.
If the child is progressing academically, then continue interventions until the child progresses back to Tier 2.
If no improvements, continue with the intervention plan requirements.
Match interventions with the academics, behavioral, or attendance needs from the Intervention Matrix or from a selected, researched-based intervention.
Istation Interventions:
Print out the intervention lesson plan(s) and attach to referral.
Instructional Tier Goals
Skills Growth Progress by Class
Academic and Behavior Support Referral for SDI Document
Speech Only: All forms as listed above with the exceptions as shown …
Articulation (No interventions required.)
Language: syntax, grammar, receptive language, expressive language, etc. (Interventions required – See Speech Therapist for interventions.)
Other Supporting Data:
Psychological Reports/Screenings/Other curriculum-based measures collected for this student.
Report Cards/EOG Score Report
Attendance History Report
ACCESS Report (EL) – Rule out the language.
MTSS Problem-solving notes/minutes related to this particular child.
2021-2022 Compliance Monitoring
Intervention Matrix
