District 41 RtI/MTSS Meetings - Tier 3

Intensive/Tier 3 Meetings
If a child continues to struggle over time, despite differentiated instruction and Tier 2
interventions, complete the Tier 3 Referral Checklist to help guide your decision making to
consider moving the child to Tier 3. Progress monitoring data as well as other data points
(triangulated data) will drive the decision making that occurs and the type of intervention that is
needed. Remember, differentiated instruction continues to occur within the general education
classroom.
Purpose: To develop a more intensive intervention and progress monitoring plan for those
students who are not making progress with Tier 2 interventions. Intervention plans can be
academic and/or social/emotional in nature.
A specific goal needs to be developed to guide the Tier 3 intervention, the data to be collected
and identify the expected progress.
Sample goals:
Within 8 weeks, the student will subtract 3-digit numbers with regrouping with 90% accuracy.
Within 8 weeks, the student will make 2-3 inferences from an instructional text using evidence
from the text.
Tier 3 Meetings:
Each building will need to determine when Tier 3 meetings will occur.
The building psychologist will schedule Tier 3 meetings in collaboration with the literacy and/or
math coach, and/or social worker and the classroom teacher.
The classroom teacher will notify the parent of the date and time of the Tier 3 meeting.
If the parent is unable to attend the meeting, the classroom teacher will share results of the
meeting including the intervention and the data that will be collected.
Attendees:

Grade level team teachers

Math and/or Literacy coaches
Psychologist
EL teacher (if possible)
Special education teacher (if possible)
Social Worker (if needed, coach will contact and invite if needed)
Parent (present or at least informed)
Building Administrator
The following should be completed prior to the meeting in collaboration with the School
Psychologist and any subsequent progress monitoring meetings:

Pre and Post Common Assessments

1

Formative Assessments
Anecdotal/Conferring Notes
Running records with miscue analysis
Benchmark Assessments (MAP, F&P, etc.)
ISEL Data (if appropriate)

Classroom work samples

EL teachers information (ACCESS Scores)
Writing samples

Progress Monitoring Data

Fidelity Checklist
Skyward RtI forms (available in Skyward)
Any other data collected regarding a child during the intervention period
Check In/Check Out data
SAGE data

During this meeting:

The psychologist will facilitate the meeting.
Assign a timekeeper and a recorder to complete the information/plan in Skyward.
Review all the data collected and identify or confirm the hypothesis as to why a student may be
struggling.
Develop a goal and an intervention plan for the student based on the current information
Document the plan information in Skyward module.
Determine progress monitoring tools and time-lines (progress monitor at least weekly)
Determine the next progress meeting date to review student progress in Tier 3 interventions and
to evaluate effectiveness: usually 6 to 8 weeks (not counting vacations) from the time an
intervention will be started.
Determine if the intervention should be continued, with continued progress monitoring, or if the
student has made enough progress to discontinue the intervention and return to Tier 2 or to Tier
1.
Determine if the intervention is still appropriate and the student just needs more time, or if the
student needs additional or different or more intensive interventions. If additional/different/more
intensive interventions are needed, decide the appropriate intervention (s) and progress
monitoring tools.
Progress Review Meetings:

Has the student responded to the intervention?

Was the intervention implemented with fidelity?
Did the student meet the goal?
If yes, begin to fade the intervention.
If there has been an improvement, but the goal has not been met, continue with the intervention.
If there has been a decline in the progress, develop a new intervention plan.
Consider how the student is performing compared to peers in the same or similar intervention
groups.
When examining educational progress, have the interventions sufficiently improved the students
rate of learning?
2

 If the interventions sufficiently improved the students rate of learning and are such intensity that
they cannot continue to be implemented without special education resources?
The same process should be followed for each additional Tier 3 Meeting-Progress Review. If
interventions have been implemented with fidelity and the progress monitoring data shows the
child continues to not make progress, or the intensity of the interventions cannot continue
without the resources of special education, the team may determine to make a referral to SST.