Tier 1: Core Instruction - Whole Group

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at-risk” through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.

• Accomodations, modifications, and interventions are delivered in the classroom by the general education teacher using evidenced-based instructional strategies.
• The student’s progress is monitored through the collection of weekly tracking data.
• Support strategies are designed to be both preventative and proactive.
• Curriculum-Based Measurement - given grade level is of equivalent difficulty. The teacher graphs a student’s weekly scores to compare to district assessments collected 3 times a year. Also, a line is drawn through the score to show the rate of reading improvement. If improvement is shown, the teacher increases the goal for year-end performance. If no improvement, the teacher revises the instructional program. 
• Review data every six weeks

Accommodations Include: extended time, proctor read assessments, preferential seating

Modifications Include: reduced assignments, adjusted grading scale, video or technology supports

Reading Fluency Breakdown: 

Kindergarten -  Phoneme segmentation fluency, rapid letter naming, letter-sound fluency

1st Grade - Nonsense word fluency (August - December), Passage reading fluency (January - May)

2nd - 3rd  Grade - Passage fluency/comprehension

4th - 5th Grade - Passage fluency/comprehension 

Curriculum Programs Include: Fundations, Wonders/StudySync, Step Up to Writing, Engage NY, Discovery Education

Intervention Programs: See table

Tier 2: Group Interventions - Team/Teacher Identifies Area of Struggle and Sets a Measurable Goal

Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group setting in addition to instruction in the general curriculum (whole group). Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3. Progress monitored monthly

• Students move in and out of Tier 2 as needed. 
• Tier 2 includes increased instructional time 20-40 minutes 4 times per week.
• Students receive targeted instruction individually (1:1) or in small group setting (like skills) using targeted, evidence-based instructional strategies. This instruction should include a series of supports or scaffolds. Teachers should guide students through the learning with clear expectations and explanations should include the “I Do, We Do, You Do” model. 
• The student’s progress is monitored bi-weekly through the collection of tracking data and students are given immediate feedback.
• No growth in 6 weeks, adjust interventions. After three unsuccessful interventions, consideration for Tier 3 services.  

Interventions Include: differentiation of materials, class configuration, 1:1 or small group (5 students or less) with explicit, teacher directed instructional strategies. Menu of Interventions, Build Sight Word Vocabulary, Reading Race Tracks, Acadience Learning

Intervention Programs: See table

Tier 3:Intensive Interventions with Specialist

At this level, students receive small group or individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. Interventions in this tier include the walk to read/math in addition to daily small group intervention. Progress monitored monthly 

• Tier 3 covers the core components of reading (i.e., phonemic awareness, phonics and word study, reading comprehension, vocabulary, fluency).

• The data team will decide whether Tier III students will be serviced through the Walk To Program OR through instruction with a specialist. 
  • Walk To Program - Students will remain in their assigned grade level for whole group instruction to ensure exposure to grade level material. They will then walk to a lower or higher grade level dependent on their specific level of need for additional targeted small group instruction.
  • Specialist - Students may be pulled out for additional targeted instruction with a specialist 30 minutes a minimum of 4 times weekly.
• The student’s progress is monitored through the collection of weekly data tracking in whole group and small group instruction. 
• Students unsuccessful after six weeks of Tier 3 interventions will be considered for Special Education referral. 
• Analyze data every 2 weeks

Interventions Include: 1:1 or small group (5 students or less) with explicit, specialist directed instructional strategies. Menu of Interventions, Build Sight Word Vocabulary, Reading Race Tracks

Intervention Programs: See table