TIER 1—UNIVERSAL

Tier 1 instruction (also known as “universal” or “primary” intervention) includes the Keller ISD (TEKS-based) core curriculum and high-quality instruction for all students.

Tier 1 instruction also includes universal screening to determine students’ current level of performance, differentiated learning activities to address individual students’ needs, implementing accommodations (to students who qualify) to support all students in accessing the curriculum, promoting adequate student attendance, collaborating with each student’s parent(s) / guardian(s), as well as other teachers, specialists, and administrators (as needed) to find early and proactive solutions that enable striving students to overcome academic and / or behavior challenges that may prevent them from realizing their potential for success.

An indicator that quality Tier-1 instruction is taking place is that data will show that it is meeting the needs of approximately 80-85% of the students, on average across a large student population, such as a school district in its entirety.

Tier 1 Key Features:

1. Universal Screeners

2. Data-Based Decision-Making

3. Evidence-Based Academic Core Instruction aligned to TEKS/PreK Guidelines

4. Evidence-Based Behavior Instruction aligned to PBIS principles (e.g. School-wide and

classroom behavior expectations, activity expectations, etc.).

5. Differentiation

6. Flexible Grouping

7. Progress Monitoring

TIER 2—TARGETED

Tier 2 (secondary) interventions consist of small-group instruction (outside of the core block for grades K-6) and within the general education classroom) that rely on evidence-based interventions which are administered to students who are struggling to demonstrate mastery of the core curriculum. Often, students who receive this level of intervention may perform up to (and including) 2 years behind their peers.

Tier 2 interventions are:

• TEKS-based, spiraled down to prior grade level / supporting standard or foundational skills

• aligned with the sequence of what is being taught in the general curriculum

• delivered at the instructional level of the student

• designed and delivered with the purpose to accelerate a student to on-level grade performance with peers within one year

Students may receive short-term Tier 2 interventions any time it is discovered that a student is struggling to demonstrate skill mastery, however, students who struggle for more than a brief time should be brought to the campus SIT which will create a Tier 2 RTI plan to ensure return to on-grade level performance.

Tier 2 instruction relies on adult-led small-group instruction implemented with fidelity. When data indicates that, despite good fidelity with implementing the intervention, students are not benefiting from Tier 2 interventions, the campus’ principal or assistant principal ensure good fidelity to the intervention is in place by observing the administration of interventions prior to the SIT recommending more intensive interventions.

Tier 2 Key Features:

1. Data-Based Decision-Making

2. Intervention Plan Creation

3. Evidence-Based Intervention Delivery

4. Progress Monitoring

5. Repeat, until either the student attains the goals, a learning disability is suspected and evaluation initiated, and /or more intensive interventions are deemed necessary.

TIER 3—EXPLICIT

Tier 3 (tertiary) intervention is the most intensive instruction offered within the general education setting and is highly individualized to identify and correct each student’s critical ELAR and math knowledge gaps through the administration of evidence-based intervention curriculum delivered via high-yield instructional practices in a motivating and emotionally-supportive student setting outside of the core instructional block. Tier 3 interventions are required to meet the needs of approximately 2-5% of the students.

Often, students who receive this level of intervention are performing approximately 2 years behind their peers. A student who has not previously received Tier 2 interventions (but is found to be performing close to 2 years below grade level peers, or in the bottom quartile of his / her peers according to a nationally-normed screener) may still qualify to receive Tier 3 interventions (the SIT’s decision-making process does not require a student to fail before they proactively act to recommend the appropriate level of instruction.)

Tier 3 interventions are:

• Delivered at the instructional level of the student

• Skill-Based; TEKS-based, spiraled down to identified critical gap foundational skill

• Most effective when taught not in isolation but appropriate context

• Designed and delivered with the purpose to accelerate a student to on-level grade performance with peers within two years

Tier 3 interventions are more intensive than Tier 2 (e.g., longer or more frequent sessions, smaller group size, more targeted strategies, etc.). The teacher who delivers Tier 3 instruction conducts frequent progress monitoring (i.e., weekly) with each student to determine if the intervention is working to elicit the desired student learning response; these progress-monitoring data quantify the effects of the intervention program by depicting the student’s rate of improvement over time. When the progress monitoring data indicate the student’s rate of progress is unlikely to achieve the established learning goal in the determined time frame (typically, to elevate the student to on-level performance in </= 2 years’ time), the teacher engages in a problem-solving process. That is, the teacher modifies components of the intervention program and continues to employ frequent progress monitoring to evaluate which components enhance the rate of student learning. By continually monitoring and modifying (as needed) each student’s program, the teacher is able to design an effective, individualized instructional program.

Tier 3 Key Features:

1. Data-Based Decision-Making

2. Intervention Plan Creation

3. Evidence-Based Intervention Delivery

4. Progress Monitoring

5. Repeat, until either the student attains the goals, a learning disability is suspected and evaluation initiated, and /or more intensive interventions are deemed necessary.