vi
BEST PRACTICES AT TIER 3, ELEMENTARY
4
Tier 3 Design to Ensure High Levels of Learning . . . . . . .
73
The Foundation at Tiers 1 and 2 . . . . . . . . . . . . . . . . . . . . . . 75 The Design of Tier 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Critical Questions for Designing Tier 3 . . . . . . . . . . . . . . . . . . . 81 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Chapter 4 Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . . 88
5
Convergent Assessment for Targeting at Tier 3 . . . . . . .
91
The Foundation at Tiers 1 and 2 . . . . . . . . . . . . . . . . . . . . . Identifying and Targeting Needs at Tier 3 . . . . . . . . . . . . . . . . . Establishing Learning Progressions . . . . . . . . . . . . . . . . . . . . Monitoring Student Progress . . . . . . . . . . . . . . . . . . . . . . Revising and Extending Support at Tier 3 . . . . . . . . . . . . . . . . . Using Tools to Support Your Work . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter 5 Action Steps . . . . . . . . . . . . . . . . . . . . . . . . .
. 91 . 95
6
100 104 110 112 116 116
Behavior Supports at Tier 3 . . . . . . . . . . . . . . . . . 119
The Foundation at Tiers 1 and 2 . . . . . . . . . . . . . . . . . . . . . Social and Emotional Learning . . . . . . . . . . . . . . . . . . . . . . The Roles and Responsibilities of Teams in Behavior Interventions . . . . . The Need for Varied Team Expertise . . . . . . . . . . . . . . . . . . . How to Target Students’ Behavior Needs . . . . . . . . . . . . . . . . . Progress Monitoring for Behavior . . . . . . . . . . . . . . . . . . . . Self-Monitoring and Self-Management at Tier 3 . . . . . . . . . . . . . Safe and Inclusive Schools . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter 6 Action Steps . . . . . . . . . . . . . . . . . . . . . . . . . Behavior Observation Tool . . . . . . . . . . . . . . . . . . . . . . . . Individual Behavior Tracking Sheet Example . . . . . . . . . . . . . . . . Individual Behavior Tracking Sheet . . . . . . . . . . . . . . . . . . . .
7
120 122 131 133 134 142 146 160 161 162 164 165 166
Academic Instruction at Tier 3 . . . . . . . . . . . . . . . 167
The Foundation at Tiers 1 and 2 . . . . . . . . . . . . . . . . . . . . . Instructional Design for Diverse Learners . . . . . . . . . . . . . . . . . The Significance of Collaborative Teams . . . . . . . . . . . . . . . . . Roles and Responsibilities of Teams at Tier 3 . . . . . . . . . . . . . . . Collaboration to Determine Targeted Needs at Tier 3 . . . . . . . . . . . Strategies for Best Practice . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter 7 Action Steps . . . . . . . . . . . . . . . . . . . . . . . . .
8
167 170 177 180 184 187 197 198
Personalized Learning for Teams . . . . . . . . . . . . . . 199
Activity 1: Planning Instruction for All Students . . . . . . . . . . . . . . 200 Activity 2: Teaching Essential Academic and Social Behaviors . . . . . . . 204
