Best Practices at Tier 3 [Elementary]: Intensive Interventions for Remediation, Elementary (An RTI model guide for implementing Tier 3 interventions . (Every Student Can Learn Mathematics)

Meet the needs of students who have fallen the furthest behind. Created for grade K-5 educators, this guide details how to implement intensive interventions at Tier 3 of the RTI at Work process. Discover practices and strategies to intervene successfully when students struggle with core content, as well as with foundational skills from previous school years.

The RTI at Work inverted pyramid is designed to continually focus a school's collective attention and resources to a single point: the individual child.

TIER 1

Access to an essential grade-level curriculum that embeds ongoing monitoring for all students

TIER 2

Immediate and targeted interventions systematically applied and monitored for any students not mastering the core curriculum

TIER 3

Intensive interventions and remediation focused on closing gaps in learning

Use this guide to improve your school so students receive the support they need to learn at the highest levels:

• Study the critical elements of the RTI at Work process.
• Understand the role of teams, specifically the leadership and intervention teams, in implementing Tier 3 interventions.
• Learn how to collaboratively design and deliver instruction to students needing intensive intervention with a multitiered system of support (MTSS).
• Examine the role of assessment at Tier 3 and discover strategies for using assessment data to monitor learning.
• Acquire best practices for delivering intensive behavior interventions according to the RTI at Work process.

Contents:
Introduction
Chapter 1: The Power and Purpose of Tier 3 Interventions
Chapter 2: The Need for Collective Responsibility
Chapter 3: Collaborative Team Structures at Tier 3
Chapter 4: Tier 3 Design to Ensure High Levels of Learning
Chapter 5: Convergent Assessment for Targeting at Tier 3
Chapter 6: Behavior Supports at Tier 3
Chapter 7: Academic Instruction at Tier 3
Chapter 8: Personalized Learning for Teams
Final Thoughts
Appendix: Resources and Tools
References and Resources
Index

Paula Rogers serves as the deputy superintendent of Hallsville Independent School District, a rural school district in East Texas with 4,700 students and a free and reduced lunch population of more than 40 percent. She is also cofounder of the website Tools for Great Teachers. In her role as deputy superintendent, Paula has had the opportunity to lead the implementation of PLC and PRTI practices in her district. She has seen the powerful results of building a team that embraces the collective responsibility of providing an educational experience that fully prepares students for life beyond high school. Being a part of this team of educators and seeing the results in student achievement are the most rewarding experiences of her educational career.

W. Richard Smith was deputy superintendent of the Sanger Unified School District, which serves more than ten thousand students with a large population of minority and high-poverty students. He has been involved in public education for more than thirty-three years. Richard has presented on the power of professional learning communities throughout California, and more than 160 districts statewide have visited Sanger to see its collaborative culture firsthand. He has taught at the elementary and high school levels and has served as a special education resource teacher. He was principal of four elementary schools and was a high school administrator for nine years. He also worked in the district office for ten years.

Austin Buffum, EdD, has forty-seven years of experience in public schools. His many roles include serving as former senior deputy superintendent of California's Capistrano Unified School District. Austin has presented in over nine hundred school districts throughout the United States and around the world. He delivers trainings and presentations on the RTI at Work model. This tiered approach to response to intervention is centered on PLC at Work concepts and strategies to ensure every student receives the time and support necessary to succeed.

Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing the response to intervention (RTI) and PLC processes. Mike cocreated the RTI at Work model, which builds on the foundation of the PLC at Work framework by using team structures and a focus on learning, collaboration, and results to drive successful outcomes and creating a systematic, multitiered system of supports to ensure high levels of learning for all students. He is former principal of Marjorie Veeh Elementary School and Pioneer Middle School in California. At both schools, Mike helped create powerful PLCs, improving learning for all students.