MTSS-Targeted Tier 2 and Intensive Tier 3 Interventions (Level 3) 23-24
When the current inclusive provisions and supports are not meeting the needs of a student (whether academic, behavioral, or social/emotional), that student may require other levels of support. Typically, about 20% of students require targeted intervention (Tier 2). Intensive intervention (Tier 3) is designed for students who demonstrate an inadequate response to universal and targeted intervention, typically about 5% or less. Schools have different ways of conceptualizing and implementing intensive interventions. We will present evidence-based strategies that are typically used at each level of intensity, highlight how to track the progress of student goals, and identify what data must be reviewed to determine Tier movement. TEA's intentions of implementation will be discussed and reviewed.
Attendees will be able to participate in this webinar in their district via the Zoom link provided in the registration confirmation email.
Behavior / Discipline
Multi-Tiered System of Supports (MTSS)
Positive Behavior Interventions and Support (PBIS)
Response to Intervention (RTI)
Counselors / Social Workers
Special Ed Directors
TPESS 1c Data-driven instruction / interventions
TPESS 4b Culture of high expectations
TTESS 1.1 Standards and Alignment
TTESS 1.2 Data and Assessment
TTESS 1.3 Knowledge of Students
TTESS 2.4 Differentiation
TTESS 3.1 Classroom Environment, Routines, Procedures
TTESS 3.2 Managing Student Behavior
*Region 7 Districts /Charters (FREE)
*Employees of Region 7 ESC (FREE)
Workshop Fee will be charged to those who fail to show for a workshop.
To avoid the charge, Staff Development contacts for this workshop must be notified in writing at least 3 business days prior to workshop date.
Cancellation must include name, workshop # and email address.
The reservation date for this workshop does not match the
current active fiscal year code for the billing account selected.
Please review and confirm if a correction is needed.
Proceed with mismatch?