Literacy
Instruction or Intervention
Data Collection
Data-Based Decision Rule for Tier Transition
Tier I
The Balanced Literacy Curriculum is
implemented with fidelity. This will include
comprehension, fluency, word study, and
writing.
The Scholastic Reading
Inventory (SRI) will be
given three times per year
- (approximately two
weeks before the end of
the first three quarters) for
all students.
The number of students that are transitioned to Tier II is
equal to the number of lowest performing students (as
determined by the SRI) that can be served by the Tier II
programs (# of sections of Tier II Review x 12 students + #
of sections of Tier II Targeted x 4 students).
The Scholastic Reading
Inventory (SRI) will be
given four times per year
- (approximately two
weeks before the end each
quarter) for all students.
Students are transitioned to Tier I when they no longer in the
lowest performing student group that can be served by Tier
II programs (# of sections of Tier II Review x 12 students +
# of sections of Tier II Targeted x 4 students).
There will be a 6th grade English class (this
class will primarily focus on writing) and a
6th grade reading class at Tier I for all
students.
There will be 7th and 8th grade English class
(this class is a balance between reading and
writing), and reading electives (Shakespeare
and Advanced Reading) at Tier I.
Tier II
a.
Reading
Review:
1 to 12
ratio
b.
Targeted
Reading
1 to 4
ratio
Instruction is differentiated for all students.
All Tier I reading programs continue.
Each grade level will offer at least one
section of Tier IIa/reading review.
The intervention at Tier IIa/reading review is
smaller student to teacher ratio (of 1 to 12) in
the reading review class at all grade levels.
The Tier IIb/targeted reading intervention is
the Fountas & Pinnell Leveled Literacy
Intervention, implemented with fidelity.
a. Benchmark Assessment
System running records
and Words Their Way
assessments will be used
to guide instruction and
will be catalogued using
Share Point.
b. Progress monitoring
Tier III
All Tier I and II programs continue through
the Multidisciplinary Assessment Team
Meeting Date.
per the LLI progress
monitoring procedures or
the benchmark assessment
system for students whose
reading level is above that
of the LLI kit available to
the building.
Special Education
Procedures
Tier Transition Meeting
Parent and Staff
Involvement
A staff member must
make contact with the
student’s parents with a
call home, letter home, or
a meeting to discuss Tier
II placement.
Students that are identified as Tier II in the spring of 5 th
grade continue automatically in Tier II in 6th grade based on
the Spring SRI (text reading level for Fall 2013). – After the
first quarter SRI is given the data decision rule for all Tiers is
applied and students will be reorganized by the beginning of
the following quarter.
The number of students that are transitioned to Tier IIb is
equal to the number of lowest performing students (as
determined by the SRI) that can be served by the Tier IIb
programs (# of sections of Tier II Targeted x 4 students).
Students are transitioned to Tier III when they do not make
“sufficient growth” (sufficient growth is defined as an
increase of two text reading levels in 12 weeks – based on at
least 6 data points) after reviewing attendance, medical, and
other relevant data at the Tier II-Tier III transition meeting.
All students transitioning from Tier IIa must go through Tier
IIb for 4 weeks before being referred to Tier III.
Special Education Procedures
A staff member must
make contact with the
student’s parents with a
call home, letter home, or
a meeting to discuss Tier
IIb selection.
Parents are invited to the
full RtI Team Tier II-Tier
III Transition Meeting*.
*A full RtI Team may include:
Intervention Strategist, Behavior
Strategist, School Psychologist,
Administrator, Special Educator,
Counselor, Regular Education
Teacher, Speech, OT, PT, Nurse,
Case Worker, and Parents.
Special Education
Procedures
Tier II interventions discontinue if the student
qualifies for Special Education in Reading.
Specialized Instruction is provided per the
student’s Individualized Education Plan.
*A full RtI Team may include: Intervention Strategist, Behavior Strategist, School Psychologist, Administrator, Special Educator, Counselor, Regular Education Teacher, Speech,
OT, PT, Nurse, Case Worker, and Parents.
Math
Instruction or Intervention
Data Collection
Data-Based Decision Rule for Tier Transition
Tier I
The Investigations Curriculum is implemented
with fidelity.
The Scholastic Math
Inventory (SMI) is given
XXX times per year
(fall, winter, spring?) for
all students.
The data-based decision rule for Tier II transition is a belowbasic score on the RCAS Math Screener.
Whatever they use in
Targeted Math for
progress monitoring (we
would need to make sure
that this is standard
across the district)? This
could be a computerized
and teacher led program
like Math 180.
The AVMR Diagnostic
Assessment is completed
to inform intervention.
If they do not make adequate progress in Targeted Math (we
would need a data decision rule for this) they move on to Tier
IIb with the intervention strategist.
A staff member must
make contact with the
student’s parents with
a call home, letter
home, or a meeting to
discuss Tier IIb
selection.
The RCAS data-based decision rule is based on the presence of
a dual discrepancy:
The full RtI Team*
participates in the Tier
IIb Transition
Meeting.
The Investigations “Differentiation: Supporting
the Range of Learners” feature included in each
unit is used to differentiate instruction.
If a greater number of students are below-basic than can
reasonably be accommodated in Tier II the lowest 5% of
below-basic students that do not already receive Tier II or Tier
III services are selected for Tier II transition.
Tier Transition
Meeting Parent and
Staff Involvement
A staff member must
make contact with the
student’s parents with
a call home, letter
home, or a meeting to
discuss Tier IIa
selection.
The Investigations Differentiation and
Intervention Guide is used where available.
Tier IIa
Instruction is differentiated for all students.
This may include Targeted Guided Instruction
(e.g. Plus Groups, Flooding, Focus Groups).
All Tier I programs continue
Targeted Math Class is implemented (we will
need to learn from the math department what
this will look like across the district).
Tier IIb
All Tier I programs continue.
then they would go to full AVMR intervention
with the intervention strategist (all intervention
strategists would need PD to be AVMR
trained).
Tier III
Same as Literacy
The RCAS Math
Progress Monitoring
Probes are administered
every other week for 1216 weeks (6-8 data
points).
The first discrepancy is present when a student is below-basic
in mathematics as measured by the RCAS Math Screener (i.e.
the student meets the criteria for Tier II selection).
The second discrepancy is present when a student fails to
respond to a research-based intervention that was implemented
with fidelity. If the slope of the target student’s growth is
greater than one standard deviation below the slope of the
grade level local mathematics norm group’s growth the student
is determined to have failed to respond to the intervention.
If a student is determined to be dually discrepant a referral for
Tier III evaluation is made after reviewing attendance, medical,
and other relevant data at the Tier II Transition Meeting.
Special Education Procedures
Parents are invited to
the full RtI Team Tier
IIb Transition
Meeting.
Special Education
Special Education
Procedures
Procedures
*A full RtI Team may include: Intervention Strategist, Behavior Strategist, School Psychologist, Administrator, Special Educator, Counselor, Regular Education Teacher, Speech,
OT, PT, Nurse, Case Worker, and Parents.
Behavioral
Emotional
Instruction or Intervention
Data Collection
Data-Based Decision Rule for Tier Transition
Tier I
The RCAS disciplinary matrix found in the
Elementary Education Handbook is followed.
The Behavioral and Emotional Screening
System (BESS) is administered between weeks
6 and 8 to all students. It is administered one
time per year.
The data-based decision rule for Tier II
transition is a clinically significant score on
the BESS OR excessive ODRs (what
constitutes excessive ODRs is determined by
each school based on their unique
circumstances).
Individual classroom behavioral expectations
are communicated to students.
A positive classroom management program is
implemented (e.g. flip cards, clothespin
charts, stop light programs) in all classrooms.
Tier II
The Classroom Behavioral Modifications
document may be referenced by all classroom
teachers.
The Check-In Check-Out (CICO) program is
implemented in a two stage process:
The first stage uses a daily point sheet with
the areas of “Safe, Respectful, and
Responsible” with one concrete example from
each area tailored to the student’s needs. This
program is implemented for 6-8 weeks.
Office Discipline Referrals (ODRs) are
reviewed each trimester.
The BESS is completed by the teacher of any
student entering the district after one month of
daily contact or 6 to 8 weeks of several-days-aweek interaction (in cases where attendance or
other problems preclude daily contact).
Progress monitoring for the first stage of CICO
(with the daily point sheets) is conducted for 68 weeks.
Progress monitoring for the second stage of
CICO (with the daily point sheets) is conducted
for 6-8 weeks.
The student is referred to (but is not mandated
to meet with) the school counselor.
Tier III
The first discrepancy is present when a
student meets the behavioral or emotional
criteria for Tier II selection.
The second discrepancy is present when a
student fails to respond to a research-based
intervention that was implemented with
fidelity. For behavioral and emotional Tier III
selection the student’s expected rate of
progress is determined by the Tier II Team
based on student’s unique needs.
The second stage uses a daily point sheet with
very specific target behaviors that are tailored
to the student’s needs OR a behavior plan
may be implemented and CICO then
continues for an additional 6-8 weeks.
Behavior strategists are available for
consultation at Tier II.
All Tier I and II programs continue through
the Multidisciplinary Assessment Team
Meeting Date.
The RCAS data-based decision rule is based
on the presence of a dual discrepancy:
Special Education Procedures
If a student is determined to be dually
discrepant a referral for Tier III evaluation is
made after reviewing attendance, medical, and
other relevant data at the Tier II Transition
Meeting.
Special Education Procedures
Tier Transition
Meeting Parent and
Staff Involvement
A staff member
must make contact
with the student’s
parents with a call
home, letter home,
or a meeting to
discuss Tier II
selection.
The full RtI Team*
participates in the
Tier II Transition
Meeting.
Parents are invited
to the full RtI Team
Tier II Transition
Meeting.
Special Education
Procedures
Tier II interventions discontinue if the student
qualifies for Special Education.
Specialized Instruction is provided per the
student’s Individualized Education Plan.
*A full RtI Team may include: Intervention Strategist, Behavior Strategist, School Psychologist, Administrator, Special Educator, Counselor, Regular Education Teacher, Speech, OT, PT, Nurse, Case Worker, and Parents.