HO #4
Elementary RTI Grades 4-6 Literacy
2013-14
 Pilot L! in Title I schools and possibly with special education.
 Work with other Non-Title I schools on Tier 2 CAI and teacher directed intervention materials and master
schedules.
Instructional
Intensity
Tier 1
Tier 2
Decision Rule
At or above 300 on SBA and/or above the
25th percentile on AIMSweb (see chart for
cut scores)
For students who meet proficiency with a
minimum score, the team will review the
student’s past reading achievement (i.e.,
grades, historical SBA, core program
assessments) to determine whether a Tier 2
intervention is necessary.
Between 10th & 25th percentile and
AIMSweb Screener (see chart for cut
scores)
History of reading difficulty (grades,
historical SBA, core program assessments)
Tier 3
ELL & Special Education Considerations (p.
3)
Below the 10th percentile AIMSweb
screener (see chart for cut scores)
History of reading difficulty (grades,
historical SBA, other data)
Curriculum & Instruction
Explicit instruction in the CCSS using
Houghton Mifflin with Basal Alignment
Units of Study or other district approved
program
90 minutes
Core instruction + additional intervention
30 minutes 3-5 times per week
Lexia (Computer Assisted
Intervention/CAI) and/or other schoolbased teacher directed interventions (e.g.,
Phonics for Reading, SIPPS, Read Naturally,
Six Minute Solution, Road to the Code, etc.)
30-45 minutes Tier 1 instruction +
60-90 minutes of Language! A/B or C/D (5 x
week)
Co-teaching with special education when
possible
ELL & Special Education Considerations (p.
3)
New students take Language! placement
test to determine placement level (A/B or
C/D).
DRAFT 3.22.13
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HO #4
Middle School RTI Literacy
Tier 1
Tier 2
Tier 3
Option 1 (2012-13 Model)
Decision Rule
Curr & Instruction
Decision Rule
At or above 300 on SBA
and/or 401 on the spring
CORE K12 Screener
(substitute CORE K12
with AIMSweb for 201314)
At or above 300 on SBA
and/or 401 on the spring
CORE K12 Screener
(substitute CORE K12
with AIMSweb for 201314)
For students who meet
proficiency with a
minimum score, the team
will review the student’s
past reading achievement
(i.e., grades, historical SBA,
core program assessments)
to determine whether a
Tier 2 intervention is
necessary.
Between # and 300 on the
SBA &/or between # and
401 on spring the CORE
K12 Screener (substitute
CORE K12 with AIMSweb
for 2013-14)
English Language Arts
classes (45 minute class
period, 5 x week)
 McDougal Littell
Reading Apprenticeship to
build content literacy
across all courses
Option 2
Curr & Instruction
For students who meet
proficiency with a
minimum score, the team
will review the student’s
past reading achievement
(i.e., grades, historical SBA,
core program assessments)
to determine whether a
Tier 2 intervention is
necessary.
Between # and 300 on the
SBA &/or between # and
401 on spring the CORE
K12 Screener (substitute
CORE K12 with AIMSweb
for 2013-14)
History of reading
difficulty (grades,
historical SBA, core
program assessments)
History of reading
difficulty (grades,
historical SBA, core
program assessments)
ELL & Special Education
Considerations (p. 4)
Below the 10th percentile
on the SBA &/or spring
CORE K12 Screener (add
scores; substitute CORE
K12 with AIMSweb for
2013-14)
ELL & Special Education
Considerations (p. 3)
Below the 10th percentile
on the SBA &/or spring
CORE K12 Screener (add
scores; substitute CORE
K12 with AIMSweb for
2013-14)
History of reading
difficulty (grades,
historical SBA, core
program assessments)
ELL & Special Education
Considerations (p. 4)
Language! in lieu of core
ELA class (45 minute class
period, 5 x week)
Co-teaching with special
education when possible
for L! classes
Reading Apprenticeship to
build content literacy
across all courses
History of reading
difficulty (grades,
historical SBA, core
program assessments)
ELL & Special Education
Considerations (p. 3)
English Language Arts
classes (45 minute class
period, 5 x week)
 McDougal Littell
Reading Apprenticeship to
build content literacy
across all courses
Tier 1 ELA class + elective
Language! E/F class (core
+ more 45 minute class
period, 5 x week)
Reading Apprenticeship to
build content literacy
across all courses
Language! A/B or C/D in
lieu of core ELA class +
elective class (double
block 90 minutes, 5 x
week)
Co-teaching with special
education or ELL when
possible for L! classes
Reading Apprenticeship to
build content literacy
across all courses
New students take
New students take
Language! placement test
Language! placement test
to determine placement
to determine placement
level.
level.
Administer MAZE to new students without historical data. Scores between # and # consider Tier 2. Scores below 10th
percentile, administer the L! placement test. If student places in A/B or C/D then consider Tier 3. If student places in E/F,
consider Tier 2.
DRAFT 3.22.13
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HO #4
High School RTI Literacy
Instructional
Intensity
Tier 1
Tier 2
Decision Rule
At or above 300 on SBA and/or 401 on the
spring CORE K12 Screener
Curriculum & Instruction
English Language Arts 9, 10 or 11 classes
(45 minute class period, 5 x week)
For students who meet proficiency with a
minimum score, the team will review the
student’s past reading achievement (i.e.,
grades, historical SBA, core program
assessments) to determine whether a Tier 2
intervention is necessary.
Between # and 300 on the SBA &/or
between # and 401 on spring the CORE K12
Screener
Reading Apprenticeship to build content
literacy across all courses
History of reading difficulty (grades,
historical SBA, core program assessments)
ELL & Special Education Considerations (p.
Below the 10th percentile on the SBA &/or
spring CORE K12 Screener (add scores)
Reading Apprenticeship to build content
literacy across all courses
Language! A/B or C/D in lieu of core ELA
class (45 minute class period, 5 x week)
History of reading difficulty (grades,
historical SBA, other data)
Co-teaching with special education or ELL when
possible for L! classes
ELL & Special Education Considerations (p.
Reading Apprenticeship to build content
literacy across all courses
4)
Tier 3
Strategic Language Arts 9, 10 or 11 (45
minute class period, 5 x week)
 Core materials integrated with
components of L! Levels E/F to enhance
advanced word attack, vocabulary,
comprehension and writing
4)

New students take Language!
placement test to determine placement
level (A/B or C/D). If a student places
into E then the team will review all
information to determine whether the
student would best be served with Tier 2
or 3 supports.
Administer MAZE to new students without historical data. Scores between # and # consider Tier 2. Scores below 10th
percentile, administer the L! placement test. If student places in A/B or C/D then consider Tier 3. If student places in E/F,
consider Tier 2.
Offer extended course or summer course for credit recovery for APS or NCAA on a case-by-case basis
DRAFT 3.22.13
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HO #4
ELL Considerations
If the student meets the district criteria for Tier 2 or 3 reading intervention and is an English Language
Learner (ELL), the team must consider second language development before any instructional decisions
are made. It is required that an ELL teacher is involved in this decision making process.
The team may consider Tier 2 reading intervention in addition to ELL services if the student meets the
district criteria AND any of the following criteria:
 The student has received English instruction for less than (3) years
 The student is at an ACCESS level of (insert levels, 2-4?)
 The student is within the average range on the AIMSweb ELL Profile
The team may consider Tier 3 literacy intervention in addition to ELL services if the student meets the
district criteria AND any of the following criteria:
 The ELL students also qualifies for Special Education services to address reading or written
language deficits
 The ELL student has received English instruction, including ELL services for more than (3) years
 The ELL student is English dominant (add level, 5/6?)
 The ELL student lacks a literacy foundation in any language
 The student is below average on AIMSweb ELL Profile
*** What about monolingual students or students new to country? ***
Parents should receive information about the nature of Tiered intervention and what it is and is not
designed to do, in a manner sufficient for making information decisions about participation tiered
intervention. They are to be informed in a language they understand.
Sheltered instruction strategies help provide academic access for ELL students and should be utilized
across curricula. Additionally, ELL students should be given appropriate accommodations, such as
extended time, context for cultural considerations, and opportunities for meaningful interaction.
Special Education Considerations
If the student meets the district criteria for Tier 2 or 3 reading intervention and is eligible for Special
Education, the team must consider the IEP before any instructional decisions are made. It is required that
a special education teacher is involved in this decision making process.
The team may consider Tiers 2 or 3 reading intervention if the student meets the district criteria AND
 The student does not require an Alternate Assessment in lieu of the State Assessment. If the
student is on an Alternate Assessment then the student will receive an alternative curriculum
placement.
 The team has taken into consideration and/or amended the students IEP to address the student’s
needs.
DRAFT 3.22.13
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