Tier 3 individualized intensive intervention

Likewise, implementation of BTAM can support MTSS/PBIS implementation through enhanced processes and procedures for intensive interventions.

Individualized, or Tier 3, practices are intensive and individualized to support students who need support beyond what is offered in Tiers 1 and 2.

Aligned with Tier 1 and 2 supports • Designed with student and family individualized instructional support plan

Uses multiple sources of data including Functional Behavioral Assessments (FBA) to: • Inform individual supports • Monitor individual student plan implementation and impact and adjust plan as needed

Organize and support educators’ awareness and implementation of individualized support plans • Monitor Tier 3 support needs and provide feedback to inform adjustments to Tiers 1 and 2 • Monitor screening, entry and exit criteria, and intervention effectiveness for all Tier 3 supports

Intensive and individualized, or Tier 3, practices are guided by an individualized comprehensive assessment used to inform a plan of support developed in partnership with students and families.

These include preventative strategies and supports to develop healthy SEB competencies/skills and prevent concerning behaviors.

Process for assessing individual student needs and level of support

For example, in a layered approach a student receiving Tier 3 supports would also have access to supports at Tiers 1 and 2 (see Figure 3).

Common misperceptions and “myths” include (a) believing that Tier 3 is special education and (b) that students in special education need only Tier 3 supports to be successful (Simonsen et al., 2020).

INTENSIVE INTERVENTION AND REPORTING • Comprehensive assessments (including functional behavioral assessments) • Individualized management and support plans • Individualized safety plans • Wraparound supports

For more guidance on intensive and individualized supports, see the Tier 3 Student-level Systems Guide, Tier 3 School-level Systems Guide, and Tier 3 District-level Systems Guide.

Additionally, like all students, students with disabilities may have targeted and intensive needs that can be supported by Tier 2 and Tier 3 programming (Center on Positive Behavioral Interventions and Supports, 2023).

Implementation of all BTAM management and support plans as well as IEP/504 plans should be linked directly to a school’s advanced tier systems of support (i.e., Tier 2, Tier 3) to ensure implementation is monitored regularly and plans are adjusted to ensure students fully benefit from supports.

Likewise, BTAM supports the PBIS framework by enhancing intensive intervention systems for students who may pose a risk of harm to themselves or those around them.