Within a multi-tiered system of supports (MTSS), intensive intervention, also known as Tier 3, is designed to support students with the most severe and persistent learning and/or behavior difficulties. This document highlights some common misconceptions about intensive academic and behavior interventions that experts from the Center on Positive Behavioral Interventions and Supports and NCII have observed in supporting the implementation of intensive intervention within the context of MTSS.

This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.

Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.

The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.

This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.

What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.

An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1

Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics. Access this Resource

This brief developed by the Center on Great Teachers & Leaders outlines a framework for coherence that supports states in connecting college and career readiness standards, multi-tiered systems of support (MTSS), and educator effectiveness by capitalizing on their shared goal: improving instructional quality to enhance educational outcomes for students. The brief asks readers to examine the shared goals, context, and identify instructional connections across initiatives that support better learning outcomes for all students. Additionally, readers can explore opportunities to enhance the alignment and conceptual coherence of these initiatives in an effort to improve student outcomes. 

This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RTI and multi-tier intervention methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress. Access this Resource