Tier III: Individualized Instruction

      Now we come to the last level, Tier III... it can sound ominous, especially since it is represented by the red pinnacle of the pyramid in the first post's diagram. The thing is, dedicated teachers get that ominous feeling at the beginning of every year. The responsibility for these students is not one that teachers take lightly, no matter how how far up or down they are on the pyramid. When students get to the point where they need Tier III interventions, nine out of ten times it is because the regular classroom teacher went above and beyond to support the student, but they still need more than that in order to succeed. So (to paraphrase Tom Lehrer) when the data confirms it, send the Marines! (I mean, a multidisciplinary team...)

      In the previously-referenced textbook ("Educating Exceptional Children"), though perhaps not always the case in practice, the explanations for interventions at Tier III consistently include Individualized Education Programs, or IEPs. These are put together when the student's response to lower-level interventions have not met with success in helping the student advance academically. This is a result of circumstance, so a team of professionals comes together to help make these circumstances more favorable. It usually involves the regular education teacher, a special education teacher, the parents and a representative of the school administration. Depending on the needs of the student, the team may also include a psychologist, several therapists (occupational, behavioral, physical, speech, etc.) and even a physician. In a nutshell, they evaluate the student's current situation and needs, set goals for the student's achievement (often beyond only scholastics) and decide on methods and strategies for reaching those goals, and determine a time frame and necessary resources needed to fulfill these goals. Evaluation is an important part of this process, as the goals, strategies and time frames are reviewed for viability and effectiveness. The successful implementation of such a program requires teachers and families to play important roles in supporting the student, both in the classroom and at home. It should be noted that the focus is more on reaching the milestones and less on when the student reaches them. We are all lifelong learners, but not all of us reach the same levels as others. 

      It is also worth noting here that not all RtI interventions require that students go through the first two tiers before receiving Tier III supports. Students with a documented history with their disability may be given Tier III interventions upon entry, as would happen (for example) with a student entering middle school with an IEP. Some research suggests that this could become a profitable practice for Tier II interventions as well. Al Otaiba et al. (2015) demonstrated increased positive outcomes by supporting students according to the tier which would best serve their needs, which were determined by the initial screening. While resources to do this are not readily available to all schools, the point of the RtI model is not to operate on a "wait-to-fail" basis, but rather to take a proactive stance in improving student outcomes. While evidence-based practices do require more than one study, they are worth researching regardless of the cost.

References
Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating Exceptional Children. Stamford, CT: Cengage Learning.

Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & ... Society for Research on Educational Effectiveness, (. (2015). To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. Society For Research On Educational Effectiveness,