Classroom Teacher’s Guide to Tier I
Step 1
Step 2
Step 3
UNIVERSAL SCREENING
TIER I INTERVENTIONS
GATHER AND ANALYZE
STUDENT DATA
Who ?
All Students
Students not progressing with the Core
Curriculum and all students receiving a Tier I
Intervention
Why ?
*Assess student progress
*Assess percentage of students meeting
benchmark (target = 80%)
*Identify students at-risk for academic
difficulties or who have exceeded
benchmarks and need additional challenge.
Using ThinkLink, DRA, and/or DIBELS three
times per year (Fall, Winter, Spring)
Kindergarten: Students who are unable to be
seen by a Tier II Interventionist and/or has a
DIBELS Instructional RecommendationStrategic: Additional Intervention
1st-2nd: Red and Yellow students who are
unable to be seen by a Tier II Interventionist
3rd-8th: Red students who are unable to be
seen by a Tier II Interventionist and/or
Yellow students
The intent is to close the achievement and
learning gaps and to intervene with an
effective curricular and instructional change.
Progress monitoring takes place a minimum
of every three weeks. Probes should be
taken from ThinkLink’s RtI Component
Analyze progress monitoring data and any
other data available
General education classroom teacher
General education classroom teacher
Individual student concerns and Tier I
strategies are recorded on appropriate RtI
Forms; progress monitoring data is entered
into ThinkLink’s RtI Component
Gather and analyze progress monitoring data
Appropriate RtI forms should be filled out
and kept in student folder
How is it
assessed?
General education classroom teacher
By whom?
Documentation Student results are automatically recorded in
Analyze
Next Steps
ThinkLink. DIBELS scores need to be
entered into the computer. DRA scores are
recorded and turned into Principals.
Identify students who are in the bottom 20%
of the student population (Data for
advanced learners also needs to be
considered)
Provide core curriculum instruction using
standards-based curriculum, research-based
instructional strategies and classroom
differentiation strategies to meet the needs
of all students and implement Tier I
interventions in the classroom for students
who have been identified as struggling or not
sufficiently challenged.
Set up a RtI Team meeting to discuss the
appropriate plan for each individual student
The classroom teacher uses data to identify
specific skill deficits to guide instruction and
to monitor the effectiveness of the
intervention.
*Review other student work to identify
trends
*Analyze student universal screening
data
*Review progress monitoring data
*Consult with RtI Team and hypothesize
cause for lack of student progress as
suggested by analysis of work samples and
multiple data points
*Consider changing the intervention or
providing additional support with Tier II
interventions
*Consider removing the student from Tier I if
data shows adequate gains
Classroom Teacher’s Guide to Progress Monitoring
Core
Who?
All Students
What is
monitored?
Core curriculum and
instruction
When?
As appropriate with
instruction in addition to the
Universal Screener 3 times
per year
Quizzes, unit tests, district
and state assessments,
journals, and other student
work
Assess student
understanding of concepts
taught and to use data to
inform instruction
For all students: Normal
record keeping (grade book)
How?
Why?
Document
For struggling students:
Area of concern, strategies
used, and progress
Analyze
Based on the data,
determine if the curriculum
and instruction is effective
Or
Should the student be
moved to Tier I?
TIER I
TIER II
TIER III
Students not progressing
with the core curriculum
(small groups: 5-8 students
for 30 minutes 3-5 times per
week)
Supplemental instruction
using research based
strategies and interventions
Minimum of every 3 weeks
Students not progressing at
Tier I (small groups: 3-5
students for 30 minutes
daily)
Students not progressing at
Tier II (small groups: 1-3
students for 60 minutes
daily)
Supplemental instruction
using research based
strategies and interventions
Minimum of every 3 weeks
Intensive support using
research based strategies
and interventions
Minimum of every 3 weeks
Probes from ThinkLink’s RtI
Component
Probes from ThinkLink’s RtI
Component
Probes from ThinkLink’s RtI
Component
Determine if intervention is
addressing concern and
student is moving towards
goal
For each student:
*Chart results and trend
over time
*Examine gap to reach goal
or benchmark
*Note any changes in
intervention intensity,
duration, frequency and/or
group size.
Based on the data,
determine if the intervention
should continue, be
changed, or ended
Or
Should the student be
moved to Tier II?
Determine if intervention is
addressing concern and
student is moving towards
goal
For each student:
*Chart results and trend
over time
*Examine gap to reach goal
or benchmark
*Note any changes in
intervention intensity,
duration, frequency and/or
group size.
Based on the data determine
if the intervention should
continue or be changed
Or
Should the student be
moved to Tier I or to Tier
III?
Determine if intervention is
addressing concern and
student is moving towards
goal
For each student:
*Chart results and trend
over time
*Examine gap to reach goal
or benchmark
*Note any changes in
intervention intensity,
duration, frequency and/or
group size.
Based on the data determine
if the intervention should
continue or be changed
Or
Should the students be
moved to Tier II or do
additional testing for Special
Education?