Purpose: To provide students with high quality research-based instruction and interventions matched to student need. All students receive universal scientifically research-based instruction delivered with fidelity. Based on state standards and curriculum frameworks. Students receive research-based intervention instruction in addition to universal instruction. Same as Tier II. Plus, instruction is more frequent, more intense, and more individual. INTERVENTIONS Tier 1 (80%) Tier II (15-20%) Tier III (5-10%) Purpose: To the achievement gap for students. Universal instruction: core research-based programs, instructional strategies (Marzano) and differentiated instructional strategies are used to meet the needs of all students. Scientifically research- based intervention programs and strategies are administered to students a minimum of 90 minutes per week either in the regular classroom or outside the classroom. Interventions are targeted to areas of skill deficits as indicated by screening and diagnostic data. Scientifically research-based intervention programs and/or strategies are administered to students a minimum of 120 minutes per week outside the regular classroom setting by an intervention teacher. Tier III intervention programs/strategies are more intensive, more individual, and more frequent than Tier II. Interventions are targeted same as Tier II. Who is involved? Regular classroom teachers. Regular classroom teacher and/or intervention teacher. Intervention Teacher. PROGRESS MONITORING Tier 1 Tier II Tier III Purpose: To determine if intervention is working or if a change needs to occur and applying child response data to important educational decisions. All students are continuously monitored through formative and summative assessment in the regular classroom. Students are progress monitored no less than one time each week. Measureable goals are set according to baseline data and progress monitored toward reaching those goals. Goal Students are progress monitored no less than one time per week. Goals are set and monitored same as Tier II. Progress Monitoring at Tier 3 can be more frequent.
lines and trend lines are developed and monitored. We use: Various formative and summative assessments. If a student did not screen into T2 intervention services and a teacher has additional data that a student may be that teacher may refer student to school RTI committee for review. Other diagnostic measures or a repeat screen may be administered. Curriculum based measures and other program related progress monitoring instruments. School RTI team (including classroom teacher) reviews progress after 4 data points to determine if intervention is successful, if a different strategy should be applied, if gap has been closed, or if movement to another tier is appropriate. Curriculum based measures and other program related progress monitoring instruments. School RTI team (including classroom teacher) reviews progress after 4 data points to determine if intervention is successful, if a different strategy should be applied, if gap has been closed, or if movement to another tier is appropriate. Who is involved: Classroom Teachers and school RTI team. Classroom Teacher and/or intervention teacher(s) and RTI team. (School RTI team includes principal, regular classroom teacher, intervention teacher and others as assigned by school leadership.) Classroom Teacher, intervention teacher(s) and RTI team. Parent Involvement Tier 1 Tier II Tier III No Parent permission is required for admission into RTI program. All parents are notified of Universal Screening results through parent conference. When a student is referred for intervention services parents are notified by letter, phone, or face to face. Parent contact is made once per month to notify parents of student progress. When a student moves from one tier to another Same as Tier II