K - 1
Tier 1
Purpose
High quality instruction that teaches grade level standards. Learning is differentiated within instruction to meet the needs of the students. Tier 1 instruction is provided to all students.
Tier 1 instruction provides a window into each student's literacy strengths and needs. When data indicate a need, differentiated instruction should be planned for students needing remediation support as well as for those needing advanced instruction.
Reading
Reading instruction includes time for whole group and small group instruction each day.
Key elements include:
Reading aloud to students for pleasure
Alphabetic and concept of word practice
Opportunities to practice phonemic and phonological awareness
Systematic instruction in phonics and word analysis
Time to engage with text through a listening center or self-selected reading
High-frequency and sight word practice
Shared reading
Interactive read-alouds
Opportunities for vocabulary development
Small group reading instruction with decodable and leveled text
Use of authentic text to introduce concepts and model thinking
Writing
A writing workshop approach is used to teach and practice writing.
Key elements include:
Time to write each day
Interactive and shared writing experiences
Instruction in letter formation
Writing for sounds
Choice in topic
Writing for authentic purposes
Mentor text that models genre, author’s craft, and grammar
Use of pictures and words to convey meaning
Seed writing
Opportunities to confer with the teacher
Time to share writing
Assessment
Assessments focused on thinking, strategies and skills are used to evaluate progress and guide instruction.
Key assessments include:
Informal Decoding Inventory
Writing scored with a rubric
Reading and writing conferences
Anecdotal notes
PALS-K or PALS 1-3
PALS Quick Checks
Performance based assessments
Spelling inventory (DSA or WTW)
Anecdotal notes
Tier 2
Purpose
Tier 2 Interventions are implemented when assessment data indicates that a student is not making adequate progress from universal instruction (Tier 1) alone and requires more specific, targeted support. Tier 2 Intervention is typically accessed by 10-15% of all students.
Reading | Writing | Assessment
Targeted (Tier 2) Interventions are:
Provided in addition to Tier 1 classroom instruction
Delivered by a highly qualified teacher or other trained professional (interventionists)
Intended to remediate basic skills to indirectly support performance in the content area (close the gaps)
Delivered in small groups and designed to meet the specific needs of a student and his/her peers with similar needs
Evidenced-based and may be determined by utilizing both a curricula protocol and individual problem solving
Targeted to the identified area of need, highly interactive (both oral and written), and skills are directly applied. Response to Targeted Intervention (RtI) is assessed bi-weekly through progress monitoring using a curriculum-based measurement.
Response to Targeted Intervention (RtI) is assessed bi-weekly through progress monitoring using a curriculum-based measurement.
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Tier 3
Purpose
Tier 3 Interventions offer a student highly individualized, systematic and explicit instruction in an area of assessed need. This intensive remediation of basic skills is for a very small number (5-10%) of students that have evidenced either significantly low skills or have not responded with an acceptable rate of improvement in Tier 2.
Reading | Writing | Assessment
Although the programs or strategies may be similar to those offered at Tier II, additional critical features of an Intensive (Tier 3) Intervention include:
Individualization to meet the needs of a particular student
Interventions specifically matched to student needs through a task analysis of the learning weakness
Increased duration and/or intensity of the intervention is to accelerate student response. Intensity is increased when instructional time is increased and group size is decreased
Interventions should be conducted by a highly qualified teacher or trained professional in a small group (2-3 students) or individually
Response to Intensive Intervention (RtI) is assessed weekly through progress monitoring using a curriculum-based measurement.