Best Practices at Tier 3 [Elementary] by Rogers Paula;Smith W. Richard;Buffum Austin;Mattos Mike;

Author:Rogers, Paula;Smith, W. Richard;Buffum, Austin;Mattos, Mike;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2020-08-15T00:00:00+00:00

Revising and Extending Support at Tier 3

Teacher teams and intervention teams should rely on ongoing formative assessment to identify if students are progressing, what is working, and what is not working, and use that information to change instructional strategies or interventions as needed.

It is the responsibility of the leadership team to ensure that teacher teams have a comprehensive assessment process and receive the results of benchmarks and common formative assessments as soon as possible.

Teacher teams must actively review formative data for the purpose of discussing what is working and what is not, determining timely and targeted interventions, and extending learning opportunities for students who have mastered the content. The value of these teams is not restricted to Tiers 1 and 2. Teachers and interventionists supporting students at Tier 3 should be part of collaborative data review for the same reasons, but with a greater level of urgency than any other teacher. Unfortunately, teachers providing Tier 3 interventions often work and determine student progress in isolation.

Teachers at Tier 3 who are not part of a collaborative teacher team should identify peers who can best serve the role of partnering to review data, share best practices, and determine if students are making progress toward grade-level standards. The leadership team should ensure that all teachers serving students at Tier 3 have someone who meets with them for this purpose. If necessary, the leadership team may determine leadership or intervention team members to serve in this critical role for the learners and teachers who need the most intense level of support.

In supporting students at Tier 3, we must not forget the unique and significant role of special education teachers. The Council for Exceptional Children (2008) explains its position on RTI in the paper “The Unique Role of Special Education and Special Educators”:

[RTI] must be viewed as a schoolwide initiative, with special education as an explicit part of the framework, spanning both general and special education in collaboration with families. The RTI process represents an inclusive partnership between all school personnel and families to identify and address the academic and behavioral needs of learners beginning as early as the preschool years. (p. 1).

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