🟡 Criteria and Intervention
In Tier 1, homeroom teachers implement diverse differentiation strategies, monitor progress through formative assessments, and offer timely feedback. They collaborate with the SST, seeking advice and support, and participate in regular meetings to discuss student progress and share effective practices.
1. Students Able to Follow Class Instructions and Differentiation:
The majority of students can successfully follow standard class instructions and benefit from general differentiation strategies.
These students can meet grade-level assessment standards without needing additional specialized support.
2. Students Without Learning Difficulties or Developmental Delays:
These students do not have diagnosed learning difficulties or developmental delays that impact their academic and socio-emotional performance.
They show consistent progress in their learning and development, aligning with typical expectations for their age and grade level.
1. Differentiation in the Classroom:
Teachers employ a variety of differentiation strategies to cater to diverse learning styles and needs within the classroom.
Students are grouped flexibly based on their current understanding and progress, allowing for targeted instruction within the general classroom setting.
Activities and assignments are scaffolded to provide the appropriate level of challenge and support, helping all students achieve their potential.
2. Monitoring and Assessment:
Regular use of formative assessments to monitor student progress and adjust instruction as needed.
Providing timely and constructive feedback to help students understand their strengths and areas for improvement.
Using assessment data to inform instructional practices and ensure all students are making adequate progress.
3. Classroom Environment:
Creating an inclusive and supportive classroom environment where all students feel valued and encouraged to participate.
Encouraging collaborative learning through group work and peer-to-peer interactions, fostering a sense of community and shared responsibility.
Implementing positive reinforcement strategies to motivate students and celebrate their achievements.
4. Teacher Collaboration and Support:
Providing ongoing professional development opportunities for teachers to enhance their differentiation and instructional skills.
Regular team meetings where teachers can discuss student progress, share strategies, and collaborate on best practices.
Encouraging open discussions between class teachers and the Student Support team to seek advice and support for differentiation strategies as needed.
In Tier 2, the Student Support Team (SST) provides consultation and guidance for interventions. They conduct periodic check-ins with teachers to monitor effectiveness and collaborate on dynamic student grouping. Homeroom Teachers plan and implement Tier 2 interventions guided by the SST, supporting small groups of students and adjusting interventions as needed. They participate in consultation sessions with the SST at least once a term, sharing insights and best practices.Â
1. Students Diagnosed with Specific Learning Difficulties:
These students have been formally diagnosed with specific learning disabilities (such as dyslexia, dyscalculia, ADHD, etc.).
They are able to participate in general classroom instruction and benefit from differentiation strategies employed by the teacher.
Despite classroom accommodations, these students require extra support to meet grade-level assessment standards. This support is supplementary to what is provided through general differentiation in the classroom.
2. Students at “Beginning” and “Developing” Levels:
These students are performing at the “Beginning” and “Developing” proficiency levels in one or more areas of the curriculum. This categorization might be based on measured tasks, formative assessments, standardized tests, or teacher observations.
They may learn at a slower pace compared to their peers and struggle to keep up with grade-level expectations without additional help.
Their struggles can be in specific subjects (e.g., mathematics, language arts) or skills (e.g., critical thinking, problem-solving), requiring targeted support to bridge the gap.
3. Students with Gaps in Foundational Skills:
These students have noticeable gaps in foundational skills that are essential for progressing in the curriculum (e.g., basic math skills, reading comprehension).
They perform below grade level on diagnostic assessments aimed at identifying specific skill gaps.
They may have previously received Tier 1 interventions but have not made sufficient progress, indicating a need for more intensive support.
Support for Students with Specific Learning Difficulties:
Regular check-ins to monitor the effectiveness of differentiation strategies and adjust as needed.
Using specific methods tailored to their learning needs.
Utilizing assistive technologies (e.g., text-to-speech software, interactive learning apps) to enhance learning and engagement.
Support for Students at “Beginning” and “Developing” Levels:
Providing small group sessions focused on specific skills or subjects where students are struggling.
Dynamically grouping students based on their current needs and progress, allowing for more focused and effective support.
Designing learning activities that gradually increase in complexity, providing the necessary support at each stage to build confidence and competence.
Encouraging peer support through tutoring programs and study groups to foster collaborative learning and reinforce understanding.
Support for Students with Gaps in Foundational Skills:
Conducting regular diagnostic assessments to identify and address specific skill gaps.
Implementing targeted interventions aimed at building foundational skills through practice and reinforcement.
Providing access to additional resources, such as workbooks and online tutorials.
Support for Students with Behavioral or Emotional Needs Affecting Learning:
Developing individualized behavior support plans in collaboration with school counselors and psychologists.
Offering regular counseling sessions and access to support services to address emotional and behavioral challenges.
Implementing positive reinforcement strategies to encourage desirable behaviors and engagement with learning activities.
In Tier 3, the Student Support Team (SST) focuses on intensive support for individual students. They develop and implement Individualized Education Plans (IEPs), conduct regular reviews, organize follow-up meetings with parents and students, and adjust interventions as necessary. Homeroom Teachers collaborate closely with the SST, implementing strategies outlined in the IEPs. They provide ongoing feedback, support student access to resources, and actively contribute insights on student progress during IEP follow-up meetings.Â
1. Students Performing Two Years Below Developmental Age:
These students are identified through developmental assessments from external agencies.
They show significant delays in academic, socio-emotional, and/or self-management skills.
They perform at a level that is two years below their developmental age.
2. Students Consistently Unable to Achieve “Beginning” Level:
These students consistently score below the “Beginning” level in most areas of the curriculum.
They struggle significantly with understanding and applying basic concepts across subjects.
3. Students with Specific Learning Difficulties Causing Very Low Academic Performance:
They have been diagnosed with specific learning difficulties that result in very low academic performance.
Their learning difficulties prevent them from making adequate progress even with differentiated classroom instruction and Tier 2 support.
4. Students Needing Individualized Support:
They require highly individualized instruction tailored to their unique learning needs.
They need customized materials and specific, individualized goals to guide their learning process.
1. Individualized Education Plan (IEP):
IEP goals are collaboratively set and evaluated by class teachers and the Student Support team.
Goals are designed based on selected conceptual understandings suitable for the student’s current ability.
The selected conceptual understanding will be delivered twice a week (pull-out session) and in the regular lesson.
The selected conceptual understanding will be assessed both from the pull-out session and the regular lesson.
Tier 3 students receive an IEP report detailing the conceptual understandings set as their goals and their progress towards achieving them.
2. One-on-One or Very Small Group Interventions:
Interventions are delivered individually or in very small groups of 1-3 students.
Focuses on activities specifically designed to help Tier 3 students achieve their targeted conceptual understandings.
Activities are tailored to the unique needs and learning styles of the students.
3. Regular Review and Evaluation:
The IEP is reviewed at least once a semester to assess progress, determine if targets have been met, and make necessary revisions.
Continuous monitoring of student progress to ensure they are on track to meet their IEP goals.
4. IEP Follow-Up Meetings:
Regular meetings organized by the Student Support team with parents and students to discuss progress and next steps.
Ensures that parents, students, and teachers are all involved in the process and working together towards common goals.
5. Additional Support Strategies:
Implementing specific teaching methods tailored to the individual needs of the student.
Utilizing technology to support learning, such as speech-to-text software, audio books, and interactive learning tools.
Access to speech therapy, occupational therapy, or counseling as needed to support the student’s overall development.