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Harnett County Schools K-12 Intervention Plan
K-3 Intervention within Responsiveness to Instruction (RtI) Framework
Teachers are responsible for maximizing the learning of all students within Harnett County Schools. In grades K-
3, the 3 Tier RtI Framework will serve as a system of support for student success in literacy acquisition. Within the RtI framework, all students are in Tier I and will receive evidenced-based instructional programs and practices that serve as the foundational Core. In Tier I, 80% of all students (in all subgroups) should meet benchmarks within the regular classroom as highly qualified instructors use effective instructional practices within the “Differentiated Core”. Data-driven decisions will be used in “Core” instruction to guide differentiation and flexible grouping strategies to meet individual student needs.
Approximately 20% of students will require support in addition to “Foundational Core” instruction. A
“Supplemental Support” layer will be offered to students in Tier II who need instructional support in addition to
Foundational Core instruction. An “Intensive Support” layer will be added for students (approximately 5%) in
Tier III who need instructional support in addition to supplemental and Foundational Core instruction.
5%
Tier I – Foundational Core
Tier II – Foundational Core + Supplemental
15%
Tier III – Foundational Core + Supplemental
+ Intensive
Approximately 20% of students should require support in addition to Foundational
Core (Tier I) instruction.
80 %
Students in grades K-3 who are not meeting expectations in literacy will be provided appropriate literacy interventions. Teachers will utilize benchmark assessment results from the NC K-2 Literacy Assessment (grades
K-2) and the Fountas and Pinnell Benchmark Assessment System (grade 3) to determine if an individual exceeds, meets, approaches, or does not meet literacy expectations based on Fountas and Pinnell’s “Instructional Level
Expectations for Reading” (2012) [see Appendix] and LEA expectations.
Students performing at the “Approaches Expectations” level will be offered short-term intervention in the regular classroom through Leveled Literacy Intervention (LLI) instruction. LLI in the classroom will be an intensive format of Guided Reading and will be taught along with all other components of a Balanced Literacy
Program to include Modeled, Shared, Collaborative, and Independent Reading instruction.
Students performing at the “Does Not Meet Expectations” level will require a Personal Education Plan (PEP) and will be offered intervention through the Tier II “Supplementary Layer” of literacy instruction. Tier II students will receive LLI instruction by a certified teacher before their LLI lesson in the classroom. This accelerated model

employs a previewing strategy based on brain theory research. Students who progress to Tier III (as determined by the Problem Solving Team) will receive LLI instruction in the same previewing accelerated model and will receive additional intensive interventions to address specific literacy needs. The supplementary Tier II and intensive Tier III literacy instruction will be in addition to Core literacy instruction to include all Balanced Literacy components.
60% - Tier I
20% - Tier I (LLI in classroom)
20% - Tier II and Tier III (LLI Accelerated Model - outside classroom and in classroom)
*Up to 20% of a grade level (K-3) will be served through RtI Tier II Supplementary and Tier III Intensive layers of instruction (PEP required for all Tier II and Tier III students). Administration should be consulted if greater than
20% will be served in Tier II and Tier III.
Instruction: Multiple, differentiated, and flexible grouping formats to meet student needs in the regular classroom setting
(includes advanced learners).
Assessment: Ongoing formative, benchmark, and summative.
Differentiation: Provided by the highlyqualified classroom teacher.
Instruction: Homogeneous small group instruction (maximum of 6) before, during, or after school in addition to
"Differentiated Core" instruction.
Assessment: Formative, benchmark, and summative assessments plus progress monitoring twice a month to ensure adequate progress.
Interventions: Provided by the classroom teacher and/or a specialized teacher
(reading specialist, ELL teacher, certified tutor).
Tier III: Intensive Instruction - PEP
Instruction: Individualized, or small homogeneous group instruction (maximum of 3) before, during, or after school in addition to "Supplemental" and
"Differentiated Core" instruction.
Assessment: Formative, benchmark, and summative assessments plus progress monitoring weekly on targeted skills to ensure adequate progress.
Interventions: Provided by the classroom teacher, another same grade level teacher, a specialized teacher, tutor, or interventionist.