Tier 3

HMTSS Tier 3

To provide additional intensive intervention(s) for the student who has made limited progress in the areas of core instruction and primary support (Tier 1) and supplemental intervention (Tier 2)

Individualized, intensive interventions, in small groups or individually, in addition to Tier 1 activities.
Generally designed to meet the needs of 5 to 10% of all students.

For students with marked difficulties in academics, behavior, social and emotional, and/or physical health who have not responded to Tier 1 and Tier 2 interventions
Identified concern within or outside of general education classroom

Targets the 5 to 10% of the total student population who are not responding to Tier 1 and Tier 2 interventions.
It is the most intensive of the three levels and is individualized to target each student’s area(s) of need.
Appropriate school staff may begin with a more intensive version of the intervention program used in secondary prevention (e.g., longer sessions, smaller group size, more frequent sessions).
Appropriate school staff conducts regular, frequent progress monitoring with each student.

Progress monitoring data guides the decision-making process regarding the need to increase or decrease the intensity of the intervention program.

Frequent progress monitoring as dictated by the nature and intensity of the intervention and the needs of the student.

Adult-led individual and/or small-group intervention to address specific student needs
Individualized student support
Homogeneous small group instruction (1 adult: 3-5 students)

Targeted, intensive, evidence-based interventions for individual students who are not responding adequately to the Tier 1 core program and Tier 2 interventions or have been identified as having marked deficits in foundational skills
Continuation of comprehensive, quality instruction
Strategic interventions that target specific identified student deficiencies
Programs, strategies, and procedures designed to supplement, enhance, and support the Tier 1 core program
Clearly articulated, evidence-based intervention implemented with fidelity

An individualized Student Support Action Plan (SSAP) for individuals exhibiting behaviors not adequately addressed with Tiers 1 and 2 supports

Notification of parent/guardian on individualized interventions selected
Ongoing communication and engagement between school and family on individualized interventions, the role of the family, and student progress
Clear communication of schoolwide expectations regarding academics, behavior, social and emotional, and physical health

Highly qualified personnel determined by school (e.g., classroom teacher, reading specialist, support staff, school or clinical psychologist)

Ongoing specialized professional development to provide teachers and appropriate school staff with the necessary tools and skills to ensure that every student receives quality instruction

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