If the problem requires more specialized assessment and input, formal consultation with a RtI team may be warranted. The planning documentation, and data collection is very specific. The school's RtI Team will be primarily responsible for directing activities at this tier. The RtI Team is a collaborative team of general and special educators, including parents, who implement the RtI/Problem-Solving process for student at risk for school failure.

Steps of cyclical problem-solving model repeat but in a more formal and systematic way with the RTI team.

To learn more, review the following PowerPoints & PDF documents:

Subject
PowerPoint
PDF
Document
Nine Principles that
Guide Tier III Implementation
Information from 2007 DPI Training


Tier III implementation
Information from 2007 DPI Training


Sample RtI Team Meeting
N/A


Intervention Design


Academic Intervention Design

Focus: Student receives supplementary instruction that consists of intensive individualized interventions
Design: Specific to the student's learning profile
Minimum of 2 interventions per area of need.
Minimum of 3 to 4 intervention sessions per week
At least one intervention session per week must be provided in a small group setting (maximum of 1 to 5 students).
Note: If a specific program is being used, it is important that the program is implemented as it is written.
Time: Before a student can move to Tier IV, the student must be receiving interventions for a minimum of:
  • One skill area - Two hours per week
  • Two skill areas - Three hours per week
  • Three or more skill areas - Five hours per week
Interventionist: Classroom teacher and other school personnel as identified by need.
Setting: Appropriate setting as determined by the need; can be conducted in and out of the general education classroom
Progress Monitoring: Must take place a minimum of two to three times a week.

Behavior Intervention Design

Focus: Student receives supplementary instruction that consists of intensive individualized interventions.
Design: Specific to the student's learning profile
A formal Functional Behavioral Assessment must be completed by a trained school counselor, psychologist, or student assistance facilitator.
A Behavioral Intervention Plan must be developed based on the FBA.
Time: Determined by behavior intervention plan
Interventionist: Classroom teacher and other school personnel as identified by need.
Setting: Appropriate setting as determined by the need; can be conducted in and out of the general education classroom
Progress Monitoring: Must be reviewed & charted a minimum of two to three times a week.

Forms

Form
PDF
Word
Interactive
(open in word)
Tier III (English)



Tier III (Spanish)



Parent Invitation (English)



Parent Invitation (Spanish)



Intervention Fidelity Checklist
(Input from all those involved with the intervention plan should be used to complete this checklist)

N/A
N/A
Classroom Observation

N/A
N/A
Social Development History
NOTE: Social developmental history
is to be completed using an interview
(either by phone or in person). It is
not to be sent home for the parent to
fill out.

N/A
N/A
Social Development History
Part two for LEP students

N/A
N/A

Support Documents

Document
PDF
RtI Initial Tier III Meeting Protocol

RtI Initial Tier II/FIL Meeting Protocol

Things to consider when completing page three of Tier III form