Tier 1 

Tier 1 is strong classroom instruction delivered to all students.  This foundational level of support is intended to meet the diverse learning needs of most students.  If more than 20% of students do not meet benchmarks, it may be necessary to determine if the core curriculum is being implemented with fidelity and/or if evidence-based instructional practices are being utilized. 

In Fairfield, strong core instruction means teachers are using high-leverage, evidence-based strategies that engage all students.  It is a proactive and preventative approach that aims to address the majority of students' learning needs before more intensive interventions are required. 

Elements of Tier 1 academic support include:

• Curriculum Alignment: The curriculum in Tier 1 is aligned with state standards and grade-level expectations. 

• Universal Screeners: Schools often use universal screening assessments in Tier 1 to identify students who may require additional support. Do we want to give FCSD examples?

• Data-Informed Decision-Making: Data is collected and analyzed to inform instructional decisions. Teachers use formative assessment data to adjust their teaching and provide timely interventions as needed.

• Universal, Quality Teaching Practices: Tier 1 instruction emphasizes research-based teaching practices, such as clear learning objectives, engaging instructional strategies, formative assessment, and timely feedback. Teachers use differentiated instructional strategies to address the varying readiness levels, learning styles, and interests of students to maximize student engagement and understanding.  In Fairfield, teachers should strive to have students reading, writing, and speaking daily.  

• Tier 1 Interventions: Some students may need supplemental Tier 1 interventions to reinforce core concepts. These interventions are typically short-term and can be implemented by the classroom teacher. Please visit THIS resource for a list of strategies/interventions for Tier 1 academic. 

• Collaboration & Collective Efficacy: Collaboration among teachers, special educators, and support staff is encouraged to ensure that the needs of all students are being addressed effectively. Teams meet to discuss individual student progress and share strategies for improving instruction.

• Monitoring and Continuous Improvement: Teachers and building leadership regularly monitor the effectiveness of Tier 1 instruction and make adjustments as needed to improve student outcomes.  

Tier 2

Tier 2 academic interventions are additional supports and strategies provided to students who require extra assistance to meet academic expectations. These interventions are typically designed for students who are struggling with academic skills and concepts but are not considered to be in need of intensive, individualized interventions. 

Tier 3

Tier 3 academic interventions within MTSS are designed to address the needs of students who are facing the most significant academic challenges and are not making sufficient progress with Tier 1 (universal) and Tier 2 (targeted) interventions. These interventions involve highly individualized, intensive, and data-driven support to help students overcome their academic difficulties and make meaningful progress in their learning. Collaboration among educators and ongoing progress monitoring are key components of this tier to ensure that interventions are effective and responsive to the student's needs. 

INTERVENTIONS FOR REVIEW - how do we incorporate these?

Tier 1

Tier 1 should be implemented within the classroom setting by the teacher.  This can entail accommodations and reminding students of the classroom rules and expectations.

Tier 2

Decision Making Rules for CICO/Tier 2 Intervention Supports

IN

• Student has received 2 major office referrals

• Student has received 3 minor office referrals

• Student has received 1 or more suspensions

• Student has 1 or more failing grades not due to academic skill deficit

• On attendance intervention plan or attendance letter sent home

• 0/red on Panorama 

• Nurse visits - 3-4 visits per month

• School Counselor visits - 3-4 visits per month

• Staff, student or parent referral/nomination (form available electronically)

ON

• Data are collected daily and reviewed every 2-4 weeks to see if the students are responding to CICO

• The student needs to maintain an average of 80% of their daily behavior sheet points

• The student needs to have zero or only one new office referral

• No increase in entrance criteria

* If students are not meeting this criteria, interventions may be altered to add additional tier 2 supports or move to tier 3 individualized intervention based on team problem solving. See alter decision rules.

OUT - Move to Fading Procedure

• After 6 weeks on CICO, the tier 2/3 team assesses whether the student is responding.

• If student has received a total of 80% of daily behavior sheet points averaged per day/week for 4 weeks, has had no new office referrals and/or increase in entrance criteria

ALTER - Move to CICO with Modifications, Social Academic Intervention Group, Counselor Led Group, and/or Check and Connect 

• Data are collected daily and reviewed every 2-4 weeks to see if the students are responding to tier 2 intervention supports.

• If student has not received a total of 80% of daily progress report points averaged per day/week for 2-4 weeks and/or is getting new office referrals and/or increase in entrance criteria, the tier 2/3 team will add additional tier 2 intervention supports (CICO with modifications, social academic intervention group, counselor led group and/or check and connect) based on function and team problem solving. 

• Additional interventions within tier 2 may be tried or layered in addition to the tier 2 supports the student is already receiving based on function and team problem solving if student is not meeting goal of 80% of daily progress report points averaged per day/week for 2-4 weeks and/or is getting new office referrals and/or increase in entrance criteria. 

*Behavior consultant referral. 

* Start FBA and BIP.

Tier 3

ALTER - Move to Tier 3

• Data are collected daily and reviewed every 2-4 weeks to see if the students are responding to Tier 2 intervention supports.

• If student has not received a total of 80% of daily behavior sheet points averaged per day/week for for 4 weeks and/or is getting new office referrals and/or increase in entrance criteria after receiving several tier 2 intervention supports (CICO with modifications, social academic intervention groups, counselor led groups and/or check and connect) based on function and team problem solving, the tier 2/3 team will move to tier 3 individualized intervention supports based on function.  

• If the student has dangerous, aggressive or severe safety related behaviors, the team may move the student directly to an individualized, function based behavior support plan at tier 3.

Tier 1

The district MTSS/SEL subcommittee studied programs used in FCSD buildings.  After research and discussion, the committee proposed using The Positivity Project to support students' social emotion learning.  As a Tier 1 support, all students in all buildings will have access to a consistent message and learning experience.  

Access Positivity Project Lessons by clicking HERE.  

Tier 2

Decision Rules

• • Teacher recommendations for specific topics, SEL screener data, discipline referrals, anecdotal records will be reviewed

• What's the difference between Tier 1 and Tier 2

  • Tier 2 will often consist of small group experiences from the counselors, Envisions Partnerships, and teachers. The tiers are fluid and students can move between them during the school year.

• What is already going on in the buildings

  • Counselors meet with students during their library time

  • Counselors meet with teachers and administration regarding specific students needs

  • Counselors run small groups

• What elements need to be consistent among schools

  • The adoption and use of an SEL screener

  • Use data to determine growth in students. Data driven decisions work in the SEL world just as they do in academics.

  • MTSS teams in place

Tier 3

• Tier 3 should represent a small percentage of the student body (5%).

• Tier 3 students typically have a significant amount background history (trauma) and demonstrate lack of progress in the tiers above. 

• Tier 3 is delivered in a one on one setting, typically with the counselor, mental health professional, teacher, or administrator.