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Learner Centered Environment: Start by creating a learner centered environment. Get to know your students.

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Learner Centered Environment: Start by creating a learner centered environment. Get to know your students.

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https://www.teachthought.com/pedagogy/learning-profiles/#google_vignette

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by TeachThought Staff

This is part 2 of our #iteachthought series (because we refuse to say "back to school"-well, except for just then). Part 1 looked at classroom design, specifically offering alternatives to rows of desks. Today, we're going to help you create smarter, student-centered learning profiles.

If you're creating a learning profile, what kind of information should be included? What's the point of such a profile? How will it be used? Most learning profiles are quick glances of academic data. And there's nothing wrong with this-it's quick, useful, and basic.

But it's also limited. To take another approach, as Grant Wiggins might suggest, let's work backward. And further, let's do so from a single big idea that unifies everything. Specifying a single idea that's broad and accessible enough to be useful may be a challenge, but let's try, starting with a few underlying assumptions.

1. Teachers plan learning experiences for students.

2. Different students have different needs. This implies a need for differentiation of instruction, personalization of curriculum, or both.

3. In this way, teachers are like designers. The data teachers use to make these kinds of design decisions varies.

4. An additional challenge? Teachers have a finite ability to process data, which implies a need to be selective with the data that is sought out and adjusted for.

5. At the classroom level, data is broadly considered in terms of content and performance.

6. Another way of thinking about this is to consider data quality-and not quality as it relates to accuracy or reliability, but rather what sort of information do I need about students to help them learn?

Though I disagree with what might be the fundamental premise that this post rests on-that teachers alone are responsible for the miracle of learning, and can even begin to know everything about every student-the idea here has to do with rethinking how we see students and how they relate to curriculum, and then designing both curriculum and learning models that fit these personalized learning needs.

What Good Teachers Know About Their Students

1. Native language

2. Critical medical needs

3. IEP/504s/Giftedness, and other services

4. Living Situation", including religious beliefs, safety, food, family, access to books, technology, etc.

5. Grade Point Average & academic strengths

6. Favorite subjects

7. Reading levels & reading habits

8. How they respond to accountability

9. Relative strengths and weaknesses as a student

10. Classroom citizenship habits

11. Academic expectations (including difference between own goals and those of family)

12. How to 'motivate' them

13. Trend of general academic progress over last 1-3 years

14. Progress towards mastery of power standards/data from relevant standardized assessments

15. How to help them do well in your class

What Great Teachers Know About Their Students

1. Critical thinking habits

2. Ideal learning environment & circumstances

3. Which challenges they'll respond to most powerfully

4. Their personal histories (e.g., what they've overcome)

5. Personal strengths

6. Insecurities about school

7. How they respond to structure

8. How they respond to open-endedness and uncertainty

9. What 'school' means to them

10. Digital citizenship habits

11. Intellectual and human affections

12. How to help them find their own motivation

13. View of self as a reader, writer, and a person

14. Progress towards mastery of personal goals (creative, professional, familial, or other) and how to help them set-and doggedly pursue-their own goals

15. How to help them create their own standards and metrics for 'success'

*Age appropriate

See also What Makes A Teacher Great-From The Perspective Of A 10th Grader

Additional Reading
How-tos Of Differentiation Lesson Planning Learning Profile Cards Learning Profile (embedded above) by Jessica Winston Creating Student-Centered Learning Profiles: What Great Teachers Know About Their Students

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Learning Profiles: What Great Teachers Know About Their Students

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Most learning profiles are quick glances of academic data. There's nothing wrong with this. They are useful, but they are also limited.

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Tailoring classroom instruction based on student readiness, strengths, and needs. This is a foundational component of MTSS and ensures equitable access to instruction for all students.

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What is Tier 1 Support?

The PBIS Triangle-The green area represents Tier 1 that supports all students.

Tier 1 systems, data, and practices support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.

The core principles guiding Tier 1 PBIS include the understanding that we can and should:

Foundational Systems

Tier 1 systems serve as the foundation upon which all other tiers are built. With school-wide systems in place, schools can ensure students and staff are thriving and quickly identify which students need additional support. These Tier 1 foundational systems are:

Leadership Team

The Tier 1 team represents multiple and diverse perspectives to co-create the systems and practices for Tier 1 support. This team is responsible for uncovering strengths and needs by monitoring school and community data, ensuring students receive equitable access to these supports, and evaluating overall effectiveness.

Regular Meeting Routine, Schedule, and Structure

The Tier 1 team meets at least monthly. Team members should have availability to attend at least 80% of all scheduled meetings to provide consistency around action planning and tracking progress. Meetings should include an agenda, minutes, team agreements, defined roles, and a current action plan linked to the school improvement plan.

Commitment Statement for Establishing Positive School Climate

The Tier 1 team's role is to establish the priority for improving the conditions for learning through the adoption of evidence-based practices. If it is not identified as one of the school's top three needs, it is unlikely anyone will allocate the time and effort needed to accomplish implementation. Although not a requirement, It is beneficial when a majority of school community members also agree PBIS implementation is critical to addressing issues related to SEB growth of all students.

School systems can either reflect a biased society or provide a protective buffer against it. To make it a protective place, teams should adopt a behavior framework that is preventive, instructional, and flexible enough to be tailored to the strengths, needs, and values of its students, families, and community. Tier 1 can be implemented with fidelity only when it is equitable and adapted to fit the local context, which means attending directly to aspects of culture.

On-Going Data-Based Monitoring, Evaluation, and Dissemination

Tier 1 teams review and use multiple data sources regularly to guide decisions. Reviewing fidelity data measures how closely the school implements the critical components of PBIS at Tier 1. Annually, teams evaluate the overall effectiveness of Tier 1 supports and share their findings with interested parties. School community members should see school and community data regularly and have opportunity to provide input on Tier 1 foundations.

Procedures for Selecting, Training, and Coaching New Personnel

The key to PBIS implementation is staff consistency. All staff members are involved in the development of goals, process, and measures. Tier 1 implementation may require professional development to orient all school personnel - particularly around five core practices:

Core Practices

Before schools start implementing Tier 2 and Tier 3 practices, Tier 1 practices must be in place. These include:

Schoolwide Positive Expectations and SEB Skills are Defined and Taught

Rather than establishing specifically what not to do, schools define and teach expectations and SEB skills they want to see. Schools should identify 3-5 positively stated, easy to remember expectations. These should create the conditions for a positive school climate to support teaching and learning. Anyone should be able to walk into the school at any time and ask 10 random students to name the school-wide expectations. At least 80% of the time those students should be able to say what they are and give examples of what they look like in action.

For students to know the expectations, they must be taught. The Tier 1 team should decide how students will learn expected academic and social behaviors across various school settings.

Procedures for Establishing Classroom Expectations and Routines Consistent
with Schoolwide Expectations

Students spend the majority of their day within classroom settings. It's critical the expectations in the classroom align with the broader school-wide systems. This consistency supports better behavioral outcomes for all students. Teachers and students co-design agreements and routines that align with school expectations.

Continuum of Procedures for Encouraging Expected Social, Emotional Behavior

A school's Tier 1 team determines how to acknowledge students positively for prosocial behaviors. Schools might use an acknowledgment system to support offering specific praise when students do what's expected. No matter the system, it should be:

Continuum of Procedures for Discouraging Unwanted Behavior

All discipline policies should include definitions for behaviors interfering with academic and social success. They offer clear policies and procedures for addressing office-managed versus classroom-managed problems. Defining both the behaviors and the procedures promote consistent application of Tier 1 across all students and school personnel.

Procedures for Ensuring School-Family Partnerships

Teams should solicit stakeholders, including families, for input on Tier 1 foundations. Opportunities to provide ongoing feedback and direction should happen at least once a year, if not more regularly. This input ensures Tier 1 is culturally responsive and reflects the values of the local community.

The Tier 1 Team

In addition to monitoring Tier 1 systems, the Tier 1 team meets regularly to refine school-wide practices and evaluate their effectiveness. The team reviews discipline data, curriculum-based measures, state tests, and other data sources related to improving school-wide outcomes. Individuals with the following positions are often included on Tier 1 teams:

In addition to these suggested roles, the team should have the following skillsets represented:

SEB expertise

Applied behavior support

Mental health and trauma

Academic instruction

Coaching expertise

Equity

Physical health and wellness (e.g., nurse)

Knowledge of student academic and behavior patterns

Knowledge about how the school operates across grade levels and programs

Assessments

The Tiered Fidelity Inventory (TFI) assesses how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys - one for assessing each tier - schools can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Explore the Evidence Base for Tier 1

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 1 systems and practices have on improving student outcomes. The evaluation brief, " Is School-wide Positive Behavior Support an Evidence-based Practice?" and " References for the Evidence Base of PBIS" each lay out some of the research and provide additional resources to explore the topic further.

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Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.

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Based on data: is there a concern AND student receives services already?

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Based on data: is there a concern AND student receives services already?

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YES

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Follow-up with Case Manager, Advisor, and/or Counselor

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ACADEMIC

Academic Integrity

Missing of Late Work

Formative or Summative Assessment

MAP score below pre-defined benchmark

SOCIAL-EMOTIONAL

Agression, Impulsiveness

Isolation

Social Relationships

BEHAVIORAL

Low level, minor, infrequent behaviors

Attendance (e.g. late to class, absent of assessment days)

Off task and/or behaviors

MAP score below 25th percentile

Behavioral Issues (e.g. inappropriate language)

Inappropriate Use of Technology

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Differentiation is needed... what have you tried (for 6 weeks)?

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Differentiation is needed... what have you tried (for 6 weeks)?

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Teacher emails parents (at least 2 contacts)

Collaboration between teachers and/or Student Support Services Teacher on ideas for differentiating instruction, activities. (Check that all academic and behavior Tier 1 best practices are in place)

Set short term goal with student

In-class EA support (support strategies/ accommodations while teacher is teaching)

Differentiated instructional groups

Counselor Check-in

Document concerns and data

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Universal Screening or Benchmark Assessment

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Universal Screening or Benchmark Assessment

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Used to screen all students for strengths and needs at regular intervals throughout the year. This data helps assess whether core instruction is effective and identifies students who need additional support.

Benchmark/universally screen ALL students for areas of strength as well as areas of need.

Whole class data-driven differentiated core instruction and progress monitoring for ALL students

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What Is MTSS? Multi-Tiered System of Supports

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What Is MTSS in Education? This MTSS guide answers this question and covers all the essential elements of a Multi-Tiered System of Supports.

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Data has been collected in one or more of the following-areas (connected to the primary concern (s)):

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Tier 2: Targeted Intervention/Strategic Support

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Tier 2: Targeted Intervention/Strategic Support

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When a student is not responding to (not making sufficient progress as a result of) differentiated strategies and instruction

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Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3.

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Gather data to be shared at student support team meeting

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Gather data to be shared at student support team meeting

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At team meeting, the team develops a plan for the student.

The team documents decisions and notes.

Teacher or advisor contacts parents to notify them of the plan.

6 week follow-up meeting scheduled

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Implement plan and monitor progress for 6 weeks

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Student progress is monitored and documented. Differentiated core instruction continues.

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Student progress is monitored and documented. Student is NOT making expected progress towards goal.

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Student has met goal or team determines that the student is making sufficient progress

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Student has NOT MET goal and/or team determines that the student is NOT making sufficient progress.

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Move on to a new goal as needed or discontinue intervention; follow-up in 6-8 weeks; parents are notified about goal being met and any other outcomes.

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Team determines whether a new Tier 2 intervention or if a Tier 3 (intensive) intervention will be tried and/or if student needs to referred to another meeting.

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If team determines, a new Tier 2 intervention will be tried, repeat Tier 2 process. If Tier 3 process; will be tried, follow Tier 3 process. Schedule follow-up meeting in 8 weeks.

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Parents are notified of the lack of progress and that the student's team will be determining next steps and continue finding ways to support their child. Offer to have meeting wtih parents.

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Data Collection

Individual strategies

Progress monitoring

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What is Tier 3 Support?

The PBIS Triangle-The red area represents Tier 3 that supports a few students. Tiers 1 and 2 supports are still used with students engaged in Tier 3 supports.

PBIS' framework doesn't just work with school-wide and targeted supports. It's also an effective way to address sometimes dangerous, often highly disruptive behaviors creating barriers to learning and excluding students from social settings.

At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

Foundational Systems

Tier 3 practices stem from strong foundations in Tier 1 and Tier 2 supports. With both tiers in place, schools are free to organize individualized teams to support students with more intense needs.

The foundational systems involved in Tier 3 supports are:

Multi-disciplinary Team

Tier 3 team membership includes an administrator, a coach/behavior representative, others with basic knowledge of problem solving. Team members should also include personnel who actively provide Tier 3 support in the school. This gives them input on decisions about interventions they provide to students they serve. Including school personnel from different departments ensures an array of perspectives.

Behavior Support Expertise

A school's Tier 3 team must include someone who has experience providing formal behavior support. They need to have applied behavior expertise and experience developing multi-agency support.

Formal Fidelity and Outcome Data Collection

Documenting student outcomes lets teams monitor how the resources allocated and the practices adopted affect student's outcomes. These data are essential to:

Supporting data-based decision making and problem solving

Identifying needed adjustments to Tier 3 practices

Maximizing resources

Ensuring all students are supported fully and equitably

Evaluating the system's overall effectiveness

Determining student eligibility for additional resources

Evaluating individual education programs·

Assessing how closely Tier 3 supports are implemented as intended (fidelity of implementation) ensures student outcomes can be attributed to the interventions provided.

For more information on how to setup Tier 3 supports, check out our guides:

Key Practices

Tier 3 practices start with strong Tier 1 and Tier 2 foundations. In addition to these practices, the key practices involved in Tier 3 supports are:

Function-based Assessments

Functional behavior assessment (FBA) is the formal process for ensuring a student's plan centers on why a student behaves the way they do. FBA allows teams to identify which interventions are most likely to be useful for an individual student. Plans resulting from a formal FBA process will include strategies for:

Preventing unwanted behavior

Teaching appropriate behavior

Positively reinforcing appropriate behavior

Reducing rewards for unwanted behavior

Ensuring student safety

For more information, check out our FBA guides:

Wraparound

Wraparound differs from many service delivery strategies, in that it provides a comprehensive, holistic, youth and family-driven way of responding when children or youth experience serious mental health or behavioral challenges. Wraparound puts the child or youth and family at the center of the process to develop a support plan. With support from a team of professionals and natural supports, the family's ideas and perspectives about what they need and what will be helpful drive all of the work in Wraparound.

The student and their family members work with a Wraparound facilitator to build their Wraparound team, which can include the family's friends and people from the wider community, as well as providers of services and supports.

With the help of the team, the family and young person take the lead in deciding team vision and goals, and in developing creative and individualized services and supports that will help them achieve the goals and vision. Team members work together to put the plan into action, monitor how well it's working, and change it as needed.

Bruns and Walker (2008) identified ten principles of the wraparound process that included:

1. Family voice and choice

2. Team Based

3. Natural Supports

4. Collaboration

5. Community based

6. Culturally Competent

7. Individualized

8. Strengths-based

9. Unconditional

10. Outcome based

All of these principles are consistent with a PBIS approach and can result in a seamless connection between PBIS practices at Tier3, that include Functional Behavior Assessments and Behavior Intervention Plans,and wraparound supports.

For more information about wraparound, please visit the National Wraparound Initiative. The Midwest PBIS Network also has an abundance of materials for both the wraparound and person-centered planning process.

Person Centered Planning

Person-Centered Planning (PCP) is a way for diverse people, who share a common need to align:

Their vision, purposes, and goals,

Their understanding of the student's past,present and future life, and

Their actions for change, mutual support,personal and team development, and learning.

PCP makes a commitment and takes action to ensure that changes will be accomplished for the student. The PCP philosophy aims to 1) build support based on a capacity-based perspective of the student, 2) use natural school, family and community resources to fulfill a vision of a positive future for the student, and 3)build a circle of support for the student that includes friends, family, school personnel and service providers. The PCP team coordinates supports around the life of the individual rather than around the needs of the system and existing services. The team also recognizes that abilities of ordinary citizens, neighbors, fellow students, and school personnel, can teach students skills, help them participate, model appropriate behaviors, and foster interdependent relationships.

PCP is a planning process that involves long-term commitment to an action plan and a positive vision for the future of the student. This plan is not intended to replace an IEP or a Behavior Intervention Plan, but can be seen to supplement and extend those plans by addressing broader quality of life and community, personal, and life goals of the student. PCP has much in common with wraparound, with wraparound being a broader umbrella under which PCP can be used as an effective planning process. Both approaches, as well as PBIS, share a commitment to five essential goals of PCP that include:

Being present and participating in community life,

Gaining and maintaining satisfying relationships,

Expressing preferences and making choices in everyday life,

Having opportunities to fulfill respected roles and live with dignity, and

Continuing to develop personal competencies.

There are several Person-Centered Planning processes that have been developed using group facilitation techniques and graphic planning supports including:

Planning Alternative Tomorrows with Hope (PATH),

Making Action Plans (MAP),

Essential Lifestyle Planning (ELP),

Personal Profile,

Futures Plan,

Circle of Support, and

A combination of the above approaches into hybrid models.

For more information about Person Centered Planning visit the Administration for Community Living and the National Parent Center on Transition and Employment.

Cultural and Contextual Fit

With every practice, the student's and the school's culture and context must be considered. Each of these element influences and adds value to a school's Tier 3 practices:

Local environments such as neighborhoods and cities

Personal characteristics such as race, ethnicity, and nationality

Learning histories such as family, social routines, customs, and experiences

Language such as dialect and vocabulary

Tier 3 Teams

There are two types of teams associated with Tier 3 supports: the Tier 3 leadership team and individual student support teams.

Tier 3 Leadership Team

Tier 3 teams won't look the same in every school. Whether you have one team looking at Tier 3 specifically, or one team monitoring Tier 2 and 3 systems together, this leadership team meets regularly to be sure:

Students who need additional support have access to those systems

Students who receive Tier 3 supports are successful

Tier 3 leadership teams are led by someone with applied behavior expertise, administrative authority, multi-agency support experience, knowledge of students, and knowledge about how the school operates across grade levels and programs.

Tier 3 Student Support Team

In addition to a team committed to monitoring Tier 3 systems, there must be a problem-solving team for each student receiving Tier 3 supports.These teams meet regularly to design and refine strategies specific to one student. The team's goal is always to transition a student to fewer intensive supports.

Tier 3 student support teams typically include people from the student's school, home, and community. Students and their families input and approval on who is on the team. The school's administrator must have enough involvement to allocate resources as needed for a student's plan.

Assessments

The Tiered Fidelity Inventory (TFI) assess how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys - one for assessing each tier - schools can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Explore the Evidence Base for Tier 3

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 3 systems and practices have on improving student outcomes. The evaluation brief, " Is School-wide Positive Behavior Support an Evidence-based Practice?" and " References for the Evidence Base of PBIS" each lay out some of the research and provide additional resources to explore the topic further.

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At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

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Combo Tier 2 and Tier 3 Intensive Interventions for 8 weeks

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Combo Tier 2 and Tier 3 Intensive Interventions for 8 weeks

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"What are Tier 3 interventions examples?

Here are several examples of Tier 3 interventions:
– One-on-one Individualized instruction that addresses the specific needs of that student.
– Intensive focused and targeted small-group sessions of 2-3 students. These sessions address specific learning gaps or challenges shared by a small, select group performing at the same student level.
– Personalized learning paths that outline specific goals and strategies based on student outcomes.
Specialized counseling or mental health services for students to address emotional or psychological factors.
– Behavioral support plans that address problem behaviors or behavioral challenges that impact a student’s academic performance.

How many minutes is a Tier 3 intervention?

The length of Tier 3 interventions can vary based on the specific needs of the students and the nature of the intervention. Typically, intervention sessions can range from 30 to 60 minutes. As they are more intensive and individualized support, they may necessitate longer sessions.

Is Tier 3 intervention one-on-one?

Tier 3 intervention is often one-on-one instruction or support.  The focus of Tier 3 is on providing highly individualized and intensive interventions for students with significant academic, behavioral or social-emotional challenges."

(Martins, J., 7 Nov. 2024)

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Tier 3 interventions focus on personalized strategies for students who require intensive assistance to meet learning targets. But, with 20 or more to a class, addressing the diverse needs of individual students through Tier 3 interventions can be challenging.
In this article, we look at the role Tier 3 intervention plays in academic success, challenges and the steps to carrying out a successful Tier 3 intervention.

What are Tier 3 interventions?

Tier 3 interventions are the third stage or tier of Response to Intervention (RTI) or Multi-Tiered System of Supports ( MTSS). These tiered interventions are structured frameworks designed to provide different levels of support to students.

The three tiers are:

Tier 1 intervention involves universal strategies for all students in both general education and special education.

Tier 2 intervention provides targeted support for students at risk of falling further behind.

Tier 3 intervention concentrates on intensive interventions and support for students with significant challenges.

The third tier may include students with disabilities and Individualized Education Plans (IEPs), or students that suffer from extreme behaviors and attendance issues.

Positive Behavioral Interventions and Supports (PBIS) is also linked to MTSS and RTI. Often, students who need academic support need behavior support too.

Together, an academic intervention plan and a behavior intervention plan accelerate student progress.

Download Free Now!

Why are Tier 3 interventions so significant?

Tier 3 interventions are the most individualized and intensive of the three tiers. It is there to support students with significant needs, including those with disabilities or IEPs.

Tier 3 intervention is based on six key components:

Data-driven decision making:

Tier 3 interventions rely heavily on data-based decision making processes.

Frequent functional behavior assessments and academic progress monitoring enable teachers to modify and adapt interventions based on students' evolving needs.

This approach ensures that interventions are relevant, address the individual needs of students and remain highly effective.

Tier 3 interventions target students facing challenges that go beyond the scope of general support. These interventions are necessary for students who continue to struggle after receiving Tier 1 universal strategies and Tier 2 intervention targeted assistance.

Tier 3 provides frequent, intensive and individualized interventions. A one-size-fits-all approach is not sufficient.

Implementing a personalized support system helps these interventions address specific learning gaps and overcome obstacles in their learning. In turn, this improves behavioral and academic outcomes.

Tier 3 interventions are the final stage of a multi-tiered system of support. They provide specialized assistance to students that face significant academic, behavioral, and emotional challenges.

There are 3 stages to ensure Tier 3 interventions work:

1. Data collection
Through a series of assessments and data collection, teachers identify the individual needs of the the student.

2. Individualized strategies
Based on the data, educators and intervention specialists collaborate to design and implement highly individualized strategies, often involving one-on-one or small group sessions.

3. Progress monitoring
Regular progress monitoring and data analysis are help educators assess the effectiveness of an intervention and adapt to the needs of students accordingly.

Successful Tier 3 interventions hinge on interventions focusing on the unique needs of each student.

Steps for successful Tier 3 interventions

Creating a successful Tier 3 intervention program involves systematic intensive support. All stakeholders must use a collaborative approach to maximize student success.

Here are 10 steps school districts can follow to create a successful Tier 3 intervention:

1. Comprehensive assessment
Administer a universal screening of each student's academic, behavioral, and emotional needs. Use the data to identify any areas that require intervention.

2. Individualized learning plans (ILPs)
Develop individualized learning plans for each student based on the assessment results. Evidence-based interventions should outline specific goals, strategies tailored to address student's unique needs.

3. Highly qualified personnel
Ensure that teachers and intervention specialists involved in Tier 3 interventions are highly qualified, trained, and equipped to deliver the level of individualized support that is required.

4. Clear communication and collaboration
Encourage open communication and collaboration among all stakeholders - teachers, specialists, parents, educational leaders, and any relevant support staff.

5. Data-driven decision making
Monitor and analyze data to make informed decisions about the effectiveness of the interventions. Adjust intervention strategies based on the ongoing assessments so that interventions are aligned to students' needs.

6. Professional development
Provide ongoing professional development for teachers and intervention specialists to ensure they stay up-to-date on best practices and research based interventions.

7. Parental involvement
Engage parents in the intervention process; constantly communicate and share student progress, as well as explaining ways parents can support intervention at home.

8. Flexible scheduling
Create and implement a flexible schedule that accommodates the additional time and resources needed for Tier 3 interventions.

9. Evaluation
Regularly evaluate the overall effectiveness of the Tier 3 intervention program by assessing student progress and analyzing student outcomes.

10. Celebration
The most important step - acknowledge and celebrate the successes and progress achieved by students through the Tier 3 interventions. This helps to boost confidence and encourage students.

Read more: 9 Math intervention strategies

While the results of Tier 3 interventions can be hugely successful, implementing a multi-tiered system of support has its own share of challenges, including:

Addressing these challenges requires careful planning and a commitment from school districts to make Tier 3 interventions a priority to meet the diverse needs of students.

School districts need to commit to supporting RTI and MTSS to make Tier 3 interventions sustainable.

Several approaches school districts can take to ensure Tier 3 intervention is sustainable include:

Budget: School districts can allocate resources for intervention programs, including staffing. Conducting a school-wide needs assessment across the district can help to prioritize a commitment to Tier 3 interventions.

External funding: Grant opportunities, partnerships and state or federal funding from the US Department of Education can help districts provide the sustained support needed to boost student learning.

Optimizing resources: Reassessing school funding options and existing resources based on data-driven information ensures a more efficient use of financial resources. Reallocating funds and resources as required supports the sustainability of implementing evidence-based Tier 3 interventions.

Find out how you can use ESSER, ESSA and Title 1 funding to help contribute to the cost of Third Space Learning's personalized one-on-one tutoring for underprivileged students.

Effectively integrating technology and data into Tier 3 interventions

Technology is essential for the success of Tier 3 interventions. Educators need digital platforms and assessment tools in order to gather real-time, actionable data on individual students and their progress.

Digital tools encourage a quicker response to intervention and adjustment of ineffective strategies. Recording data digitally allows educators to quickly use graphs to assess students' responsiveness to individualized intervention strategies and adjust accordingly.

In turn, digital progress monitoring makes it easier for educators to tailor the content to each student's needs, providing targeted and engaging support.

Digital tools makes communication among teachers, specialists, and parents easier. This ensures a cohesive and coordinated approach to intervention.

Third Space Learning provides online one-on-one math interventions, designed by math specialists, that are personalized to each student's needs.

Our highly trained math tutors use pre-assessment, assessment for learning and post-assessment to monitor student progress and personalize learning in real-time to ensure maximum student achievement.

Math instruction focuses on grade-level math skills with an emphasis on problem solving to help develop student's critical thinking.

All tutors are STEM specialists who, after a rigorous application process, complete an intensive initial training program and receive ongoing professional development and coaching.

Find out more about why thousands of schools choose Third Space Learning as their tutoring provider.

Tier 3 interventions ensure that no student is left behind. By recognizing the diverse needs of learners and tailoring interventions to their needs, teachers promote academic success for everyone.

Tier 3 Interventions FAQs

Is Tier 3 intervention one-on-one?

Do you have students who need extra support in math?
Give your students more opportunities to consolidate learning and practice skills through personalized math tutoring with their own dedicated online math tutor.

Each student receives differentiated instruction designed to close their individual learning gaps, and scaffolded learning ensures every student learns at the right pace. Lessons are aligned with your state's standards and assessments, plus you'll receive regular reports every step of the way.

Personalized one-on-one math tutoring programs are available for:
- 2nd grade tutoring
- 3rd grade tutoring
- 4th grade tutoring
- 5th grade tutoring
- 6th grade tutoring
- 7th grade tutoring
- 8th grade tutoring

Why not learn more about how it works?

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Tier 3 Interventions: A School Leader's Guide

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Tier 3 interventions are intense individualized strategies tailored to the needs of students with significant learning or behavioral problems.

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Progress is monitored and documented, goal met. Whole class differentiated core instruction continues.

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Progress is monitored and documented, goal NOT met. Consult student support for next steps.

Parents notified for the lack of progress and that the learner's team will be determining next steps and work to continue to find ways to support their child.

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Team determines whether a new Tier 3 intervention will be tried and/or if student needs to be brought to a new team meeting with specialists, and parents.

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Questions to ask:'Compared to English, for how long has the child been speaking and exposed to their home language? Keep in mind that it is typical for a child learning a second language to have a silent period.

Are the difficulties present in both the child’s home language and the new language?

Are the concerns evident in multiple settings (e.g., home, childcare)?

Have developmentally appropriate strategies been delivered systematically?

Have these strategies produced any significant differences in the child’s learning and development?

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Allow assisted technology like a translator and/or dictionary

Schedule a WIDA assessment

Focus on literacy

Follow MTSS plan with focused interventions on language learning.

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Multitiered Systems of Support for English Learners

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Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

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drew some inspiration from this document and the ES process at International Community School of Addis Ababa