What are Tier 2 & 3 Targeted Supports & Interventions

Tier 3: Intervention

• Some students need intensive intervention in order to be successful with grade level expectations

• Delivered in addition to Universal/Core- Tier 1 instruction/whole-class strategies

• Address specific student needs

• Small group sizes 2-3 students

• Rigorous, intensive, direct instruction

• Decisions made in collaboration with MTSS team at the school

• Progress is monitored and documented

• Effectiveness of intervention is evaluated and revisited by MTSS team

Instructional Considerations for Tier 2 or 3

• What specific targeted support or intervention, aligned with core instruction, is planned to improve the performance of students who need additional instruction and support (e.f., more academic-engaged time, more focused intervention, smaller group size, type of delivery, methodology, etc.)? Consider the following information:

  • • Amount of additional time

    • Focus of the targeted support/intervention

    • Specific instructional strategies/behavior support

    • Method and frequency of progress-monitoring assessments

    • Evidence of fidelity

    • Sufficiency of support/intervention

• How is the targeted support or intervention implemented?

  • • Academic-Engaged Time-How much more time is provided?

    • Curriculum-What is used?

    • Personnel-Who, when, and where is it provided? Are the highest levels of instructional expertise matched to students with the most significant needs? How is support provided to ensure fidelity of implementation?

    • Families-How are the families involved or engaged in supporting the interventions?

• How effective is the targeted support or intervention for groups of students who need additional instruction and support?

  • • What assessments are used for ongoing data collection aligned with core instruction?

    • How frequently are assessments conducted? How frequently are they analyzed by the team?

    • How are families engaged in progress monitoring, analysis of level of performance, and rate of progress?

    • How does the team determine whether the instruction/intervention is effective?

    • If the intervention is ineffective (poor or questionable student response), how does the team monitor and support implementation fidelity?

    • What is the decision rule to determine if students will require more intensive, individualized instruction/intervention?