Curriculum

Assessment

Behavioral Supports

• Reading: CCSS, Jourrney’s, Signatures, Guided Reading, Orton Gillingham, LLI,  Collections,
• Science: Next Generation Science
• Social Studies: Michigan Standards, MC3
• Math: Expressions Math, Ready Math, CMP3, IXL,

NWEA, DRA, STAR, MLPP,

3x year

• PBIS,
• School SW,
• WEB,
• BullyBusters,
• Peer Mediation,
• Bucketfillers,
• Behavior Interventionists,
• Check in-Check out

M-Step, MiACCESS, SAT, P-SAT, WIDA

1x year

F&P Benchmark, BRI,
DRA Progress Monitoring, Common Assessments

As needed

All students receive Tier 1 instruction.  Tier 1, core instruction, is provided in a 50-minute literacy block five days a week. The teacher provides instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. The teacher will meet with the below benchmark students 3-5 times per week for 15-20 minutes a session and administer a measurable intervention. Core instruction in math is provided in a 60-minute math block.

• Small group instruction based on student need

Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the" how" as well as the" what" in effective reading instruction. Reading Teacher, 56(3), 270-285.

• Individual conferencing with students

Hall, A. H. (2014). Making spelling meaningful: Using explicit instruction and individual conferencing. Reading Matters, 14.

• Leveled/Guided reading/Jan Richardson

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small‐group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212.

• Orton Gillingham 

Vickery, K. S., Reynolds, V. A., & Cochran, S. W. (1987). Multisensory teaching approach for reading, spelling, and handwriting, Orton-Gillingham based curriculum, in a public school setting. Annals of Dyslexia, 37(1), 189-200.

• Houghton Mifflin Journeys

Paola Pilonieta (2010) Instruction of Research-Based Comprehension Strategies in Basal Reading Programs, Reading Psychology, 31:2, 150-175, DOI: 10.1080/02702710902754119

• NWEA RIT Groups

Radencich, M. C., & McKay, L. J. (1995). Flexible Grouping for Literacy in the Elementary Grades. Allyn & Bacon, PO Box 11071, Des Moines, IA 50336-1071 (paperback: ISBN-0-205-16226-6

• Sight Words/Flashcards/Fry

Otto, W., & Chester, R. (1972). Sight words for beginning readers. The Journal of Educational Research, 65(10), 435-443.

• Differentiated games/instruction

Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26.

• Project-Based Learning

Thomas, J. W. (2000). A review of research on project-based learning.

• Challenge work/interest building for accelerated learners

Cavazos-Kottke, S. (2006). Five readers browsing: The reading interests of talented middle school boys. Gifted Child Quarterly, 50(2), 132-147.

• Go Noodle

Webster, C. A., Zarrett, N., Cook, B. S., Egan, C., Nesbitt, D., & Weaver, R. G. (2017). Movement integration in elementary classrooms: Teacher perceptions and implications for program planning. Evaluation and program planning, 61, 134-143.

• Depth of Knowledge

Dods, R. F. (1997). An action research study of the effectiveness of problem-based learning in promoting the acquisition and retention of knowledge. Journal for the Education of the Gifted, 20(4), 423-437.

• Modeling/Scaffolding

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Math Talks- Counting Collections, Three Act Tasks

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Instructional Coaches

Cornett, J., & Knight, J. (2009). Research on coaching. Coaching: Approaches and perspectives, 192-216.

• Math Expressions

Fuson, K. C., & Beckmann, S. (Fall/Winter, 2012-2013). Standard algorithms in the Common Core State Standards. National Council of Supervisors of Mathematics: Journal of Mathematics Education Leadership, 14(2), 14–30.

• John Collins Writing

Collins, John J. The Research Base of the Collins Writing Program. Collins Education Assoc., 2003.

The teacher will keep data on the individual student progress and share this data at the progress monitoring (check-in) meeting.

A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures (MLPP, DRA, NWEA).

Progress monitoring data reviewed quarterly, unless otherwise required or requested.

Students are identified for Tier 2 services by teacher progress monitoring. Tier 2 is what some students receive in addition to Tier 1; typically, students who are behind grade level and are not progressing with Tier 1 interventions alone. The purpose of Tier 2 instruction is to improve student performance. Tier 2 is more intense than Tier 1. In most cases, Tier 2 is delivered by the classroom teacher, but can be provided through LLI.  Students in Tier 2 are assigned a specific intervention based on student need as determined by diagnostic assessments. One round of Tier 2 intervention will last 8-10 weeks. Students will be seen 4-5 days per week for 20-30 minutes per session in addition to Tier 1. Students will need two to three rounds of Tier 2 intervention before moving to Tier 3.

• Small group instruction based on student need

Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the" how" as well as the" what" in effective reading instruction. Reading Teacher, 56(3), 270-285.

• Individual conferencing with students

Hall, A. H. (2014). Making spelling meaningful: Using explicit instruction and individual conferencing. Reading Matters, 14.

• Leveled/Guided reading/Jan Richardson

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small‐group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212.

• Orton Gillingham 

Vickery, K. S., Reynolds, V. A., & Cochran, S. W. (1987). Multisensory teaching approach for reading, spelling, and handwriting, Orton-Gillingham based curriculum, in a public school setting. Annals of Dyslexia, 37(1), 189-200.

• Modeling/Scaffolding

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Math Talks- Counting Collections, Three Act Tasks

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Instructional Coaches

Cornett, J., & Knight, J. (2009). Research on coaching. Coaching: Approaches and perspectives, 192-216.

• LLI (Leveled Literacy Intervention System)

Ransford-Kaldon, C., Flynt, E S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B. (2010). Implementation of effective intervention: An empirical study to evaluate the efficacy of Fountas & Pinnell’s Leveled Literacy Intervention System (LLI). Memphis, TN: Center for Research in Educational Policy, University of Memphis

The teacher will keep data on the individual student progress and share this data at the progress monitoring (check-in) meeting and bring necessary documents to student success team meetings.

If a student who has been receiving Tier 2 support is now at/above benchmark, they will no longer need Tier 2 support.

If after 2-3 rounds of unsuccessful response to Tier 2 intervention, the student will need to be taken to a Student Success Team meeting before adding Tier 3 support.

Quarterly, or as requested or required.

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504.

Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504.

A student will qualify for Tier 3 intervention when he/she is unsuccessful after two or three rounds of research-based Tier 2 intervention as demonstrated by Tier 2 progress monitoring data. The student will also be more than one year below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures.

• Special Education Instruction by Teacher Consultant

Best Practice for RTI: Small Group Instruction for Students Making Minimal Progress (Tier 3)  What Works Clearinghouse http://www.readingrockets.org/article/30676/

• Speech & Language Therapy:

The Efficacy of Treatment for Children With Developmental Speech and Language Delay/Disorder A Meta-Analysis, James Law, , Zoe Garrett  and Chad Nye 2004

Progress will be reported on quarterly progress reports for students with IEPs.

If a student who has been receiving Tier 3 intervention is now at/above benchmark, they will no longer need Tier 3 support but will continue to receive Tier 1 support. If the student is less than one year below benchmark, they will discontinue Tier 3 support and resume Tier 1 and 2 support.

NWEA/MLPP/DRA results and  progress towards IEP and/or 504 Goals.

Tier 1, core reading instruction, is provided in a 40-minute literacy block five days a week. The teacher provides instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension, all of which are essential components of Common Core State Standards. This can be whole group instruction or small group strategy instruction. Core instruction in math is provided in a 60-minute math block. The teacher will keep data on the individual student progress and share this data at the progress monitoring (check-in) meeting.

• Houghton Mifflin Journeys

Paola Pilonieta (2010) Instruction of Research-Based Comprehension Strategies in Basal Reading Programs, Reading Psychology, 31:2, 150-175, DOI: 10.1080/02702710902754119

• NWEA RIT Groups

Radencich, M. C., & McKay, L. J. (1995). Flexible Grouping for Literacy in the Elementary Grades. Allyn & Bacon, PO Box 11071, Des Moines, IA 50336-1071 (paperback: ISBN-0-205-16226-6

• Sight Words/Flashcards/Fry

Otto, W., & Chester, R. (1972). Sight words for beginning readers. The Journal of Educational Research, 65(10), 435-443.

• Differentiated games/instruction

Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17-26.

• Project-Based Learning

Thomas, J. W. (2000). A review of research on project-based learning

• Depth of Knowledge

Dods, R. F. (1997). An action research study of the effectiveness of problem-based learning in promoting the acquisition and retention of knowledge. Journal for the Education of the Gifted, 20(4), 423-437.

• Modeling/Scaffolding

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Math Talks- Counting Collections, Three Act Tasks

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Instructional Coaches

Cornett, J., & Knight, J. (2009). Research on coaching. Coaching: Approaches and perspectives, 192-216.

• Math Expressions

Fuson, K. C., & Beckmann, S. (Fall/Winter, 2012-2013). Standard algorithms in the Common Core State Standards. National Council of Supervisors of Mathematics:       Journal of Mathematics Education Leadership, 14(2), 14-30

• John Collins Writing

Collins, John J. The Research Base of the Collins Writing Program. Collins Education Assoc., 2003.                

The teacher will keep data on the individual student progress and share this data at the progress monitoring (check-in) meeting.

A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures (MLPP, DRA, NWEA, STAR Math)

Progress monitoring data will be reviewed quarterly, or as requested/required.

Tier 2 is what some students receive in addition to Tier 1; typically, students who are behind grade level and are not progressing with Tier 1 interventions alone. The purpose of Tier 2 instruction is to improve student performance. Tier 2 is more intense than Tier 1. In most cases, Tier 2 is delivered by the classroom teacher, but can be provided through LLI. 

Students in Tier 2 are assigned a specific intervention based on student need as determined by diagnostic assessments. One round of Tier 2 intervention will last 8-10 weeks. Students will be seen 4-5 days per week for 20-30 minutes per session in addition to Tier 1. Students in Tier 2 are progress monitored every two weeks to determine if the specific intervention is effective. After the 8-10 weeks of intervention, teachers will meet to discuss the effectiveness of the intervention and determine next steps. A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures

• LLI (Leveled Literacy Intervention System)

Ransford-Kaldon, C., Flynt, E S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B. (2010). Implementation of effective intervention: An empirical study to evaluate the efficacy of Fountas & Pinnell’s Leveled Literacy Intervention System (LLI). Memphis, TN: Center for Research in Educational Policy, University of Memphis

• Small group instruction based on student need

Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the" how" as well as the" what" in effective reading instruction. Reading Teacher, 56(3), 270-285.

• Individual conferencing with students

Hall, A. H. (2014). Making spelling meaningful: Using explicit instruction and individual  conferencing. Reading Matters, 14.

• Leveled/Guided reading/Jan Richardson Foorman, B. R., & Torgesen, J. (2001).

Critical elements of classroom and small‐group instruction promote reading success in       children. Learning Disabilities Research & Practice, 16(4), 203-212.

• Modeling/Scaffolding 

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational psychology review, 22(3), 271-296.

• Instructional Coaches 

Cornett, J., & Knight, J. (2009). Research on coaching. Coaching: Approaches and perspectives, 192-216.

• Access Math and Reading

Access Building Literacy through Learning Research Base and Effectiveness https://prod-hmhco-vmg-craftcms-private.s3.amazonaws.com/documents/ACCESS-Research-Base-and-Program-Effectiveness.pdf

The teacher will keep data on the individual student progress and share this data at the progress monitoring (check-in) meeting and bring necessary documents to student success team meetings.

If a student who has been receiving Tier 2 support is now at/above benchmark, they will no longer need Tier 2 support but will continue to receive Tier 1 support.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral.  A student should be taken to a Student Success Team meeting. If the team determines that additional support and resources are warranted based on progress monitoring from 2-3 rounds of unsuccessful response to Tier 2 intervention, a special education referral will be warranted.

Progress monitoring data will be reviewed monthly, or as requested/required.

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504. Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504.   

• Literacy Footprints

Fountas, I.C., & Pinnell, G.S. (2012). Guided reading: The romance and the   reality. The Reading Teacher, 66(4), 268–284.

• Speech & Language Therapy

The Efficacy of Treatment for Children with Developmental Speech and Language Delay/DisorderA Meta-Analysis, James Law, , Zoe Garrett  and Chad Nye 2004

• Special Education Instruction

Best Practice for RTI: Small Group Instruction for Students Making Minimal Progress (Tier 3) What Works Clearinghouse http://www.readingrockets.org/article/30676

Progress will be reported on quarterly progress reports for students with IEPs.

If a student who has been receiving Tier 3 intervention is now at/above benchmark, they will no longer need Tier 3 support but will continue to receive Tier 1 support. If the student is less than one year below benchmark, they will discontinue Tier 3 support and resume Tier 1 and 2 support.

Progress monitoring data will be reviewed bi-weekly or as requested/required, progress towards IEP and/or 504.

All students will receive 55-minute class periods of core instruction based on ELA and Math Common Core State Standards.

• Houghton Mifflin Harcourt Collections

Beck, M., Connor, J.M., & Cruse, K. (2017) A STUDY OF THE INSTRUCTIONAL EFFECTIVENESS OF Collections. Educational Research Institute of America.

• Pearsons Connected Math Program (CMP 3)

Anderson, V. J. (2010). Connected Mathematics Project, 2nd edition, implementation in Seattle: The experience of teachers and principals. Dissertation Abstracts International Section A: Humanities and Social Sciences, 71 (2-A), 432.

• John Collins Writing

Collins, John J. (2003) The Research Base of the Collins Writing Programs Collins Education Associates.

Progress is monitored by the general education teaching team and reported to parents on report cards and/or during conferences. Grades and progress toward general education curriculum can also be monitored by parents daily through Mi Star.

A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures (Star Math, NWEA).

Progress monitoring data will be reviewed quarterly, or as requested/required.

Tier 2 is what some students receive in addition to Tier 1; typically, students who are behind grade level and are not progressing with Tier 1 interventions alone. A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The purpose of Tier 2 instruction is to improve student performance. Tier 2 is more intense than Tier 1. In most cases, Tier 2 can be delivered by the classroom teacher in the form of daily 55-minute supplemental reading or math classes.  Students in Tier 2 are assigned a specific intervention based on student need as determined by diagnostic assessments. One round of Tier 2 intervention will last 8-10 weeks. Students will be placed in a 55- minute supplemental math or reading class. Students in Tier 2 are progress monitored every two weeks to determine if the specific intervention is effective. After the 8-10 weeks of intervention, teachers will meet to discuss the effectiveness of the intervention and determine next steps. A student may require 2-3 rounds of Tier 2 interventions. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures.

There is also a more intense type of Tier 2 intervention support depending on the need. Students can be placed in a reading or math intervention class (daily class period for 55-minutes). These students must be working two or more grade levels below and fall in the bottom 30 percent. For Math intervention, students must have a WIDA score of 3 or above and for Reading Intervention a WIDA score of 2 or above. An intervention referral must be submitted before being considered for this type of intensive Tier 2 program.

• Reading Intervention by Reading Specialist

Quatroche, D. J., Bean, R. M., & Hamilton, R. L. (2001). The role of the reading
specialist: A review of research. The Reading Teacher, 55(3), 282-294.

• Supplemental Reading

Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014). On the effectiveness of supplemental instruction: A systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010. Review of Educational Research, 84(4), 609-639.

• Supplemental Math

Heinrich, C. J., Meyer, R. H., & Whitten, G. (2010). Supplemental education services under No Child Left Behind: Who signs up, and what do they gain? Educational Evaluation and Policy Analysis, 32(2), 273-298.

• Math Intervention

Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262-272.

Reading Progress is monitored by NWEA and Star Reading assessments. Progress in the reading intervention is monitored by BRI assessments given by the Reading Specialist quarterly.

Math progress is monitored by NWEA and Star Math assessments in both supplemental and intervention classes.

If a student who has been receiving Tier 2 support is now at/above benchmark, they will no longer need Tier 2 support but will continue to receive Tier 1 support.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral, or if the team determines that additional support and resources are warranted.

A Student Success Team meeting is needed at least once per quarter if a student is not making progress.

Progress monitoring data will be reviewed quarterly, or as requested/required.

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504. Depending on testing results in the area of need, the student will be placed accordingly in Instructional Reading or Math, Co-taught reading or math or resource support.
Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504.

• Co teaching

Hang, Q., and K. Rabren. 2009. “An Examination of Co-teaching: Perspectives and Efficacy Indicators.” Remedial and Special Education 30: 259–268. doi: 10.1177/0741932508321018

• School Social Work Services

Early T J, Vonk M E. Effectiveness of school social work from a risk and resilience perspective. Social Work in Education 2001; 23(1): 9-31.

• Special Education Instruction

Best Practice for RTI: Small Group Instruction for Students Making Minimal Progress (Tier 3) What Works Clearinghouse http://www.readingrockets.org/article/30676/

• Speech & Language Therapy:

The Efficacy of Treatment for Children With Developmental Speech and Language Delay/DisorderA Meta-Analysis, James Law, Zoe Garrett and Chad Nye 2004

• Special Education Instruction by Teacher Consultant

Best Practice for RTI: Small Group Instruction for Students Making Minimal Progress (Tier3) What Works Clearinghouse

Progress will be reported on quarterly progress reports for students with IEPs.

If a student who has been receiving Tier 3 intervention is now at/above benchmark, they will no longer need Tier 3 support but will continue to receive Tier 1 support. If the student is less than one year below benchmark, they will discontinue Tier 3 support and resume Tier 1 and 2 support.

NWEA, STAR, and MSTEP results as well as student progress towards their IEP goals.

All students will receive 55-minute class periods of core instruction based on ELA and Math Common Core State Standards.

• Language of Literature McDougal LIttell

Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best‐evidence synthesis. Reading Research Quarterly, 43(3), 290-322.

• Geometry, Grades 9-12: Mcdougal Littell High School Math (McDougal Littell High Geometry) 10th Edition

Slavin, R. E., Lake, C., & Groff, C. (2008). Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Version 1.4. Center for Data-Driven Reform in Education.

• Algebra 2 Common Core Student Edition (Holt McDougal Algebra 2)

Chávez, Ó., Tarr, J. E., Grouws, D. A., & Soria, V. M. (2015). Core-Plus Mathematics Project. International Journal of Science and Mathematics Education, 13(1), 97-120.

• Holt McDougal Algebra 1: Student Edition 2012

Burger, Edward B., D. J. Chard, P. A. Kennedy, S. J. Leinwand, F. R. Renfro, T. W. Roby, B. K. Waits, Bragg Bellman, Hall Charles, and Kennedy Handlin. "Holt McDougal Algebra 1." (2011).

• John Collins Writing

Collins, John J. (2003) The Research Base of the Collins Writing Programs Collins Education Associates.

• Kaplan SAT Prep

Peltier, G. L. (1989). Empowering students to improve their college admission test scores. The Clearing House, 63(4), 163-166.

• Carnegie Math Pathways

Hoang, H., Huang, M., Sulcer, B., & Yesilyurt, S. (2017). Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report. Carnegie Foundation for the Advancement of Teaching.

Progress is monitored by general education teaching team and reported to parents on report cards, conferences

A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures (Star Math, Semester finals, grades and PSAT/SAT).

Progress monitoring data will be reviewed quarterly, or as requested/required.

Tier 2 is what some students receive in addition to Tier 1; typically, students who are behind grade level and are not progressing with Tier 1 interventions alone. A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The purpose of Tier 2 instruction is to improve student performance. Tier 2 is more intense than Tier 1. In most cases, Tier 2 can be delivered by the classroom teacher in the form of TWO (50 minute) class periods working on the READ 180 program.  Students in Tier 2 are assigned a specific intervention based on student need as determined by diagnostic assessments.  

• Read 180

Cheung, A. C., & Slavin, R. E. (2011). The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis. Center for Research and reform in Education.

• Math IXL

Wood, A., & Hudspith, A. (2017). The Effects of IXL Practice on Geometry and Fraction Achievement.

• Edgenuity

Eddy, C., & Ballenger, J. (2016). The Effectiveness of an Online Credit Recovery Program on Improving the Graduation Rates of Students at Risk of School Failure. School Leadership Review, 11(1), 7.

Report cards, SST meetings, classroom based assessments

If a student who has been receiving Tier 2 support is now at/above benchmark, they will no longer need Tier 2 support but will continue to receive Tier 1 support.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral, or if the team determines that additional support and resources are warranted.

Progress monitoring data will be reviewed quarterly, or as requested/required.

 Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504. Depending on testing results in the area of need, the student will be placed accordingly in Co-taught reading or math or resource support.
Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504.

• Co teaching

Hang, Q., and K. Rabren. 2009. “An Examination of Co-teaching: Perspectives and Efficacy Indicators.” Remedial and Special Education 30: 259–268. doi: 10.1177/0741932508321018

• School Social Work Services

Early T J, Vonk M E. Effectiveness of school social work from a risk and resilience perspective. Social Work in Education 2001; 23(1): 9-31.

• Special Education Instruction

Best Practice for RTI: Small Group Instruction for Students Making Minimal Progress (Tier 3) What Works Clearinghouse http://www.readingrockets.org/article/30676/

Progress will be reported on quarterly progress reports for students with IEPs.

If a student who has been receiving Tier 3 intervention is now at/above benchmark, they will no longer need Tier 3 support but will continue to receive Tier 1 support. If the student is less than one year below benchmark, they will discontinue Tier 3 support and resume Tier 1 and 2 support.

STAR, PSAT, SAT and Common Assessments results as well as student progress towards their IEP goals.

All students at Rogers receive Tier 1 instruction.  English Learner (EL) students are identified based on the Home Language Survey and further screened using the WIDA Screener.  The WIDA Screener in combination with the student’s academic background are analyzed to distinguish if any further supports beyond Tier 1 are needed.

• SIOP

Echevarria, J., Vogt, M. E., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP Model. New York: Pearson.

• Differentiated Instruction

Subban, Pearl. (2006). Differentiated instruction: A research basis. International Education Journal.

• Formative Assessment

Black, P., and Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5 (1): 7-74.

• Gradual Release Model of Instruction

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

• Bilingual Liaisons

Simich-Dudgeon, C. (1986). Parent Involvement and the Education of Limited-English-Proficient Students. ERIC Digest.

Progress is monitored by the general education teaching team and reported to parents quarterly through report cards and Parent/Teacher conferences. 

WIDA and WAPT Screener results are shared with parents during Open House and the remaining are mailed out with a letter providing the EL coach’s contact information if any questions were to arise.

DRA2 and DRA Progress monitoring occurs 2-4 times a year as needed

NWEA (Reading/Math) 3 times a year 

Monitor ELLs' progress as frequently as you monitor the progress of all other students—a minimum of three times per year for students at grade level or above and three to six times per year for students at risk for reading problems.

When ELLs demonstrate low abilities in grade-level target skills in reading, provide research-based instruction.

Consider students' accents and pronunciations when scoring English measures and provide appropriate interpretations when words are mispronounced. Do not penalize students for dialect features.

Consider that students may be acquiring word meaning while acquiring word reading and, thus, oral reading fluency may proceed at an expected rate early (while students are focusing on word reading) and then proceed at a lower than expected rate later when students are focusing more on word meaning.

Students are not demonstrating adequate progress in the general education classroom.

Students who score below a level 12 on the WAPT screener upon entry to the school will be provided with a pullout program with a certified bilingual teacher to work on oral language development for 1 hour and 15 minutes per day.

First grade students whose WIDA scores are less than 1.4 will receive a pullout program with a certified bilingual teacher to work on oral language development for 1 hour and 15 minutes per day.

Students whose WIDA scores are less than 3.9 will receive push-in bilingual support in the core content areas

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.

The need for additional supports through Tier 2 is based on the WIDA screener results in conjunction with academic background as well as prior test scores. If an EL student has an overall composite WIDA ACCESS score of 1.4 or Screener score of 12 or less, they are referred for additional intervention and supports.

Prior to placement into Tier 2, students are observed in the classroom setting.  Classroom teachers meet with the ESL instructional Coach to reflect on and ensure that EL instructional best practices are being implemented.

• Small Group Work 

(Generally, occurs outside of the time dedicated to core instruction, in the classroom in groups of 5–8 students, and focuses primarily on providing increased opportunities to practice and learn skills taught in the core provided) Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• Push in EL Support-WIDA Levels 1-5

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in            Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.  There is a review of WIDA scores with parents by EL coach.

Discontinuation of Tier 2 supports generally occur when students have met EL program exit criteria which is not likely at the k-1 level: WIDA scores of 4.5 and above in both reading and writing, a WIDA 4.0 overall, and a demonstration of proficiency on a local or state test (e.g., NWEA).

Students move to Tier 3 EL supports when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary.  

Yearly review of WIDA performance is evaluated to ensure adequate progress is being made

NWEA/DRA scores are analyzed.

Students move to Tier 3 EL supports when a review of the student data by the EL coach determines that sufficient progress is not being made and that remediation may be necessary.  

• Additional Individualized Assessment (Native language literacy testing, specific strand analysis etc.)

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• Small Group Intensive Training based on this individual assessment.

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• One to one intensive support by teacher, EL teacher, and/or para

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

Progress is monitored by the EL coach on a weekly/monthly basis.

Discontinuation of Tier 3 supports will occur after significant progress is made and the student is progressing in their language development at a rate that is generally consistent with their ESL peers.

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance

All Students receive Tier I who are identified on the Home Language Survey as being EL students.  All students are given the WIDA screener that indicates the basis for further needs beyond Tier 1 support

• SIOP

Echevarria, J., Vogt, M. E., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP Model. New York: Pearson.

• Differentiated Instruction

Subban, Pearl. (2006). Differentiated instruction: A research basis. International Education Journal.

• Formative Assessment

Black, P., and Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5 (1): 7-74

• Gradual Release Model of Instruction

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

• Bilingual Liaisons

Simich-Dudgeon, C. (1986). Parent Involvement and the Education of Limited-English-Proficient Students. ERIC Digest.

Progress is monitored by the general education teaching team and reported to parents quarterly through report cards and Parent/Teacher conferences.

WIDA results are shared with parents during Open House and the remaining are mailed out with a letter providing the EL coach’s contact information if any questions were to arise.

DRA2 and DRA Progress monitoring occurs 2-4 times a year as needed

NWEA (Reading/Math) 3 times a year

Star Math 3 times a year

Monitor ELLs' progress as frequently as you monitor the progress of all other students—a minimum of three times per year for students at grade level or above and three to six times per year for students at risk for reading problems.

When ELLs demonstrate low abilities in grade-level target skills in reading, provide research-based instruction.

Consider students' accents and pronunciations when scoring English measures and provide appropriate interpretations when words are mispronounced. Do not penalize students for dialect features.

Consider that students may be acquiring word meaning while acquiring word reading and, thus, oral reading fluency may proceed at an expected rate early (while students are focusing on word reading) and then proceed at a lower than expected rate later when students are focusing more on word meaning.

The need for additional supports from Tier 2 is based on the results of the WIDA screener in conjunction with prior test results where a student with an overall score of 3.9 or less is generally referred for additional intervention and supports.

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

The need for additional supports from Tier 2 is based on the results of the WIDA screener in conjunction with prior test results where a student with an overall score of 3.9 or less is generally referred for additional intervention and supports.

Prior to placement into Tier 2, students are observed in the classroom setting.  Classroom teachers meet with the ESL instructional Coach to reflect on and ensure that EL instructional best practices are being implemented. Tier 2 support Generally, occurs outside of the time dedicated to core instruction, in the classroom in groups of 5–8 students, and focuses primarily on providing increased opportunities to practice and learn skills taught in the core provided.

• Bridging Program

Seidletz, J., Castillo, M. (2013). Language and Literacy (p. 22-57) focus on structuring language development and providing opportunities for interaction.

August, D., & Shanahan, T. (Eds). (2006).  Developing literacy in second language learners: Report of the national literacy panel on language minority children and youth. Center for Applied Linguistics. Mahwah, NJ: Lawrence Erbaum Associates.

• Push in EL Support

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• Linguistic Accommodations

Seidletz, J., Castillo, M. (2013). Language and Literacy (p. 11-19) linguistic accommodating instruction for ELLs

August, D., & Shanahan, T. (Eds). (2006).  Effective English literacy Instruction for English learners. In F. Ong (Ed). Improving education for English learners: Research based approaches (pp 209- 249), Sacramento, CA: Department of Intervention

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.  There is a review of WIDA scores with parents by EL coach.

Discontinuation of Tier 2 supports generally occur when students have met EL program exit criteria: WIDA scores of 4.5 and above in both reading and writing, a WIDA for 4.0 overall, and a demonstration of proficiency on a local or state test (e.g., NWEA, STAR, MSTEP).

Students move to Tier 3 EL support when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary. 

Yearly review of WIDA performance is evaluated to ensure adequate progress is being made.  

NWEA/DRA scores are analyzed.

Direct observation of Tier 2 support by EL coach and yearly review of school wide WIDA performance.

Data Analysis of student performance/growth.

Students move to Tier 3 EL supports when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary.  

• Additional Individualized Assessment (to drive intervention strategies)

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012.

• Small Group Intensive Training

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012.

• One to one intensive support by teacher, EL teacher, and/or para

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

Progress is monitored by the EL coach on a weekly/monthly basis.

Discontinuation of Tier 3 supports will occur after significant progress is made and the student is progressing in their language development at a rate that is generally congruent with their ESL peers.

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

All Students receive Tier I who are identified on the Home Language Survey as being EL students.  All students are given the WIDA screener that indicates the basis for further needs beyond Tier 1 support

• SIOP

Echevarria, J., Vogt, M. E., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP Model. New York: Pearson.

• Differentiated Instruction

Subban, Pearl. (2006). Differentiated instruction: A research basis. International Education Journal.

• Formative Assessment

Black, P., and Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5 (1): 7-74.

• Gradual Release Model of Instruction

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

• Bilingual Liaisons

Simich-Dudgeon, C. (1986). Parent Involvement and the Education of Limited-English-Proficient Students. ERIC Digest.

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.  There is a review of WIDA scores with parents by EL coach.

The need for additional supports from Tier 2 is based on the results of the WIDA screener in conjunction with prior test results where a student with an overall score of 3.9 or less is generally referred for additional intervention and supports.

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

The need for additional supports from Tier 2 is based on the results of the WIDA screener in conjunction with prior test results where a student with an overall score of 3.9 or less is generally referred for additional intervention and supports.

• Push In EL Support 

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• Classes in the ELD program (e.g., newcomer classroom, bridging support, etc)

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.  There is a review of WIDA scores with parents by EL coach.

Discontinuation of Tier 2 supports generally occurs when students have meet the FELL criteria: WIDA scores of 4.5 and above in both reading and writing, a WIDA for 4.0 overall, and a demonstration of proficiency on a local or state test (e.g., NWEA, STAR, MSTEP).

Students move to Tier 3 EL support when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary. 

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

Students move to Tier 3 EL supports when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary.  

• Additional Individualized Assessment (Native language literacy testing, specific strand analysis etc.)

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• Small Group Intensive Training

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012.

Progress is monitored by the EL coach on a weekly/monthly basis.

Discontinuation of Tier 3 supports will occur after significant progress is made and the student is progressing in their language development at a rate that is generally congruent with their ESL peers.  

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

All Students receive Tier I who are identified on the Home Language Survey as being EL students.  All students are given the WIDA screener that indicates the basis for further needs beyond Tier 1 support

• SIOP

Echevarria, J., Vogt, M. E., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP Model. New York: Pearson.

• Differentiated Instruction

Subban, Pearl. (2006). Differentiated instruction: A research basis. International Education Journal.

• Formative Assessment

Black, P., and Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5 (1): 7-74.

• Gradual Release Model of Instruction

Fisher, D. and N. Frey, Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, Association for Supervision and Curriculum Development, Alexandria, Virginia, 2008.

• Bilingual Liaisons

Simich-Dudgeon, C. (1986). Parent Involvement and the Education of Limited-English-Proficient Students. ERIC Digest.

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.  There is a review of WIDA scores with parents by EL coach.

The need for additional supports from Tier 2 is based on the results of the WIDA screener in conjunction with prior test results where a student with an overall score of 3.9 or less is generally referred for additional intervention and supports.

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

The need for additional supports from Tier 2 is based on the results of the WIDA screener in conjunction with prior test results where a student with an overall score of 3.9 or less is generally referred for additional intervention and supports.

• Push In EL Support

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

• Classes in the ELD program: ELD, Bridge

Baker et al, (2014) Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.  There is a review of WIDA scores with parents by EL coach.

Discontinuation of Tier 2 supports generally occurs when students have meet the FELL criteria: WIDA scores of 4.5 and above in both reading and writing, a WIDA for 4.0 overall, and a demonstration of proficiency on a local or state test (STAR and/or P-SAT/SAT)

Students move to Tier 3 EL support when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary.  

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

Students move to Tier 3 EL supports when a review of the student data by the EL coach determines that sufficient progress is not being made and that more intervention may be necessary.  

• Additional Individualized Assessment (Native language literacy testing, specific strand analysis etc.)

Alcala, A. (2000). A framework for developing an effective instructional program for limited English proficient students with limited formal schooling. Practical assessment, research & evaluation, 7(9), 1-6.

• Small Group Intensive Training based on this individual assessment

Rennie, J. (1993). ESL and bilingual program models. ERIC Clearinghouse.

Progress is monitored by the EL coach on a weekly/monthly basis.

Discontinuation of Tier 3 supports will occur after significant progress is made and the student is progressing in their language development at a rate that is generally congruent with their EL peers.

Direct observation of teaching by EL coach and yearly review of school wide WIDA performance.  

All students receive Tier I

• Class Dojo:

Saeger, A. M. (2017). Using ClassDojo to Promote Positive Behaviors and Decrease Undesired Behaviors in the Classroom. Rowan University. Szabo, S. (2016).

• School Wide PBIS

Monthly reward events and celebrations, character building, modeling expectations, student of the month

Horner, Robert & Sugai, George & Anderson, Cynthia. (2010). Examining the Evidence Base for School-Wide Positive Behavior Support. Focus on Exceptional Children. 42. 1-14. 10.17161/fec.v42i8.6906.

• Sensory RoomSpyhalski, Mary C., "Program Evaluation of the Impact of Sensory Room Activities on Student Readiness in Muskegon County" (2019). Education. 3.

Progress will be monitored by tracking student’s discipline referrals, and teacher reports.

Students are identified for Tier 2 behavior services through teacher referral if they are not being found successful with Tier 1 supports alone.

PBIS monthly data for the student body will be reviewed by the PBIS and School Improvement Team.

Students are identified for Tier 2 services by teacher referral.   Tier 2 services are carried out by one Behavior Interventionist who works three days a week.   Although they may at times involve the school social worker or teacher consultant.

• Check in Check out:

Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: a systematic evaluation and component analysis. Journal of applied behavior analysis, 44(2), 315–326. doi: 10.1901/ jaba.2011.44-315

• Social Skills Groups:

Maag, J. W. (2006). Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews. Behavioral Disorders, 32(1), 4–17. https://doi.org/ 10.1177/019874290603200104 

• CBT Worksheets:

Battagliese, G., Caccetta, M., Luppino, O., Baglioni, C., Cardi, V., Mancini, F., & Buonanno, C. (2015). Cognitive-behavioral therapy for externalizing disorders: A meta-analysis of treatment effectiveness. Behaviour Research and Therapy, 75.

• Play Therapy:

Pratton, Sue & Ray, Dee & Rhine, Tammy & Jones, Leslie. (2005). The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes. Professional Psychology: Research and Practice. 36. 376-390. 10.1037/0735-7028.36.4.376.

Progress will be monitored by tracking student’s discipline referrals, and teacher reports, as well as by an analysis of their daily/weekly logs.

Tier 2 services may be discontinued in response to significant behavior improvement.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral, or if the team determines that additional support and resources are warranted such as an FBA/BIP are needed.

An analysis of the percentage of students who shown growth in the program (still being determined)

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504.

Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504. 

• School Social Work Services

Early T J, Vonk M E. Effectiveness of school social work from a risk and resilience perspective. Social Work in Education 2001; 23(1): 9-31.

• Functional Behavioral Assessment/Behavior Intervention Plan:

Gabrielson, Jeff, "A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings" (2007). Doctoral Dissertations.

• Autism District Coach

            Kucharczyk, S., Shaw. E., Smith Myles, B., Sullivan, L., Szidon, K., &          

            Tuchman-Ginsberg, L. (2012). Guidance & coaching on evidence-based practices for  

            learners with autism spectrum disorders. Chapel Hill: The University of North Carolina,

            Frank Porter Graham Child Development Institute, National Professional Development

            Center on Autism Spectrum Disorders.

Progress will be monitored by tracking student’s discipline referrals, grades, and teacher reports, and their progress towards their IEP and/or 504 Goals.

Tier 3 services may be discontinued in response to significant improvement in behavior.  

NWEA results, progress towards IEP and/or 504 Goals.

All Students receive Tier 1.

• School Wide PBIS

Monthly awards or celebrations, student of the month, Cardinal Pride Tickets, Weekly video behavior or procedure expectations, visits from Expect/Respect Club with Anti-Bullying Strategies Horner, Robert & Sugai, George & Anderson, Cynthia. (2010). Examining the Evidence  

Base for School-Wide Positive Behavior Support. Focus on Exceptional Children. 42.1-14.  10.17161/fec.v42i8.6906.

• Class Dojo:

Saeger, A. M. (2017). Using ClassDojo to Promote Positive Behaviors and Decrease Undesired Behaviors in the Classroom. Rowan University. Szabo, S. (2016).

• Peer Mediation Program

Conflict resolution and peer mediation programs in elementary and secondary school. Johnson, David W; Johnson, Roger T Review of Educational Research; Winter 1996; 66, 4; Research Library pg. 459 

• SEL Social Worker Classroom Presentations

Social work presentation in classrooms on a variety of SEL topics including but not limited to: mindset, meditation, diversity, friendship, self care etc.

Helene Zeeb, Julia Ostertag, Alexander Renkl, "Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training", Education Research International, vol. 2020, Article ID 8067619, 13 pages, 2020. https://doi.org/10.1155/2020/8067619

Progress will be monitored by tracking student’s discipline referrals, and teacher reports.

Students are identified for Tier 2 behavior services through teacher referral if they are not being found successful with Tier 1 supports alone.

PBIS monthly data for the student body will be reviewed by the PBIS and School Improvement Team.

Students are identified for Tier 2 services by teacher referral, by social services, or by the Dean of Students. Each semester, approximately 25 students are serviced in grades 2-5.  Tier 2 services are carried out by one Behavior Interventionist and additional support teachers for daily check-in/out.

• Check in Check out

Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: a systematic evaluation and component analysis. Journal of applied behavior analysis, 44(2), 315–326. doi:10.1901/jaba.2011.44-315

• Social Skills Groups

Maag, J. W. (2006). Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews. Behavioral Disorders, 32(1), 4–17. https://doi.org/10.1177/019874290603200104 

• Mentoring

Bernstein, L., Dun Rappaport, C., Olsho, L., Hunt, D., and Levin, M. (2009). Impact Evaluation of the U.S. Department of Education’s Student Mentoring Program (NCEE 2009-4047).

• Supervised Scheduled Breaks

Trambley, Elisabeth, "Breaks in The Elementary Classroom and Their Effect on Student Behavior" (2017). Capstone Projects and Master's Theses. 109. https://digitalcommons.csumb.edu/caps_thes_all/109

• Sensory Breaks

Devlin, S., Healy, O., Leader, G., & Hughes, B. M. (2011). Comparison of behavioral intervention and sensory-integration therapy in the treatment of challenging behavior. Journal of autism and developmental disorders, 41(10), 1303-1320.

Progress is measured monthly by inputting data from student “point sheets” and graphing the percentage of days the student attains their established goal (from 70% to 80%).  The data is analyzed for each student and progress is noted or students are “red-flagged” for further interventions. This data is shared with all administrative levels and with the social workers. Data is also shared in a monthly report with RESA.

Tier 2 services may be discontinued when a student demonstrates four weeks of 80% or above. Fifth graders often enter a “self-monitoring” phase before they exit the program. Fifth graders who have shown success on Tier 2 can and some do become peer mentors for 2nd or 3rd graders.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral, or if the team determines that additional support and resources are warranted such as a FBA/BIP are needed.

A rating scale will be used by the Teacher for pre and post behavior ratings. Before the student enters the program, the teacher will rate the identified behavior on a five-point scale and when the student exits the program, the teacher will again rate the same behaviors to measure the effectiveness of the program.

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504.

Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504.   

• School Social Work Services

Early T J, Vonk M E. Effectiveness of school social work from a risk and resilience perspective. Social Work in Education 2001; 23(1): 9-31.

• Functional Behavioral Assessment/Behavior Intervention Plan:

Gabrielson, Jeff, "A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings" (2007). Doctoral Dissertations.

• Autism District Coach

            Kucharczyk, S., Shaw. E., Smith Myles, B., Sullivan, L., Szidon, K., &          

            Tuchman-Ginsberg, L. (2012). Guidance & coaching on evidence-based practices for  

            learners with autism spectrum disorders. Chapel Hill: The University of North Carolina,

            Frank Porter Graham Child Development Institute, National Professional Development

            Center on Autism Spectrum Disorders.

Progress will be monitored by tracking student’s discipline referrals, grades, and teacher reports as well as IEP or 504 goals.

Tier 3 services may be discontinued in response to significant improvement in behavior.  

NWEA results, progress towards IEP and/or 504 Goals.

All Students receive Tier I

• School Counseling Services

Institute of Medicine (1997) Schools and Health Washington D.C.: National Academy Press

• School Wide PBIS

Monthly reward parties or celebrations, Horner, Robert & Sugai, George & Anderson, Cynthia. (2010). Examining the Evidence Base for School-Wide Positive Behavior Support. Focus on Exceptional Children. 42. 1-14. 10.17161/fec.v42i8.6906.

• Bully Busters

Newman-Carlson, D. A., & Horne, A. M. (2004).Bully Busters: A psychoeducational intervention for reducing bullying behavior in middle school students. Journal  of  Counseling  and  Development, 82, 259–268.

• SEL Social Worker Classroom Presentations

Social work presentation in classrooms on a variety of SEL topics including but not limited to: mindset, meditation, diversity, friendship, self care etc.

Helene Zeeb, Julia Ostertag, Alexander Renkl, "Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training", Education Research International, vol. 2020, Article ID 8067619, 13 pages, 2020. https://doi.org/10.1155/2020/8067619

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.

Students are identified for Tier 2 behavior services through teacher referral if they are not being found successful with Tier 1 supports alone.

PBIS monthly data for the student body will be reviewed by the PBIS and School Improvement Team .

Students are identified for Tier 2 behavior services through teacher referral. Services are provided by two full time staff who service between 70 to 80 students at any given time. 

• Check in Check out:

Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: a systematic evaluation and component analysis. Journal of applied behavior analysis, 44(2), 315–326.doi: 10.1901/jaba.2011.44-315

• Social Skills Groups

Maag, J. W. (2006). Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews. Behavioral Disorders, 32(1), 4–17. https://doi.org/10.1177/019874290603200104 

• Mentoring

Bernstein, L., Dun Rappaport, C., Olsho, L., Hunt, D., and Levin, M. (2009). Impact Evaluation of the U.S. Department of Education’s Student Mentoring Program (NCEE 2009-4047).

Progress will be monitored by tracking student’s discipline referrals, grades, and teacher reports.

Tier 2 services may be discontinued in response to significant decline in discipline referrals/academic improvement.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral, or if the team determines that additional support and resources are warranted such as a FBA/BIP are needed.

PBIS monthly data reports will be reviewed with special focus given to the percentage of students in the program that are showing improvement.

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504.

Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504. 

• Co teaching

Hang, Q., and K. Rabren. 2009. “An Examination of Co-teaching: Perspectives and Efficacy Indicators.” Remedial and Special Education 30: 259–268. doi: 10.1177/0741932508321018

• School Social Work Services

Early T J, Vonk M E. Effectiveness of school social work from a risk and resilience perspective. Social Work in Education 2001; 23(1): 9-31.

• Functional Behavioral Assessment/Behavior Intervention Plan:

Gabrielson, Jeff, "A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings" (2007). Doctoral Dissertations.

• Autism District Coach

Kucharczyk, S., Shaw. E., Smith Myles, B., Sullivan, L., Szidon, K., &          

            Tuchman-Ginsberg, L. (2012). Guidance & coaching on evidence-based practices for  

            learners with autism spectrum disorders. Chapel Hill: The University of North Carolina,

            Frank Porter Graham Child Development Institute, National Professional Development

            Center on Autism Spectrum Disorders.

Progress will be monitored by tracking student’s discipline referrals, grades, and teacher reports.

Tier 3 services may be discontinued in response to significant decline in discipline referrals/academic improvement.  

NWEA, STAR, and MSTEP results as well as student progress towards their IEP goals.

All Students receive Tier I

• School Counseling Services

Institute of Medicine (1997) Schools and Health Washington D.C.: National Academy Press

• SEL Social Worker Classroom Presentations

Social work presentation in classrooms on a variety of SEL topics including but not limited to: mindset, meditation, diversity, friendship, self care etc.

Helene Zeeb, Julia Ostertag, Alexander Renkl, "Towards a Growth Mindset Culture in the Classroom: Implementation of a Lesson-Integrated Mindset Training", Education Research International, vol. 2020, Article ID 8067619, 13 pages, 2020. https://doi.org/10.1155/2020/8067619

Progress is monitored by the general education teaching team and reported to parents on report cards, conferences.

 Students are identified for Tier 2 behavior services through teacher referral.

PBIS monthly data for the student body will be reviewed by the PBIS and School Improvement Team.

Students are identified for Tier 2 behavior services by a systematic review of report cards where students who are failing two or more classes are selected first for the program.  Services are provided by two full time staff who are services between 70 to 80 students at any given time.

• Check in Check out:

Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: a systematic evaluation and component analysis. Journal of applied behavior analysis, 44(2), 315–326. doi: 10.1901 /jaba. 2011.44-315

• Social Skills Groups

Maag, J. W. (2006). Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews. Behavioral Disorders, 32(1), 4–17. https://doi.org/10.1177/019874290603200104 

• Mentoring

Bernstein, L., Dun Rappaport, C., Olsho, L., Hunt, D., and Levin, M. (2009). Impact Evaluation of the U.S. Department of Education’s Student Mentoring Program (NCEE 2009-4047).

Progress will be monitored by tracking student’s discipline referrals, grades, and teacher reports.

Tier 2 services may be discontinued in response to significant decline in discipline referrals/academic improvement.

Tier 3 services may be warranted if the team suspects that a disability may be present that would warrant a 504 or special education referral, or if the team determines that additional support and resources are warranted such as a FBA/BIP are needed.

Teacher Reports, Grades, Attendance, and Discipline Reports

Students are identified for Tier 3 services by a formal evaluation that results in either eligibility for services under IDEA or Section 504.

Under some infrequent circumstances a student may receive Tier 3 level supports without being eligible under either IDEA or 504.

• School Social Work Services

Early T J, Vonk M E. Effectiveness of school social work from a risk and resilience perspective. Social Work in Education 2001; 23(1): 9-31.

• Functional Behavioral Assessment/Behavior Intervention Plan:

Gabrielson, Jeff, "A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public education settings" (2007). Doctoral Dissertations.

• Autism District Coach

            Kucharczyk, S., Shaw. E., Smith Myles, B., Sullivan, L., Szidon, K., &          

            Tuchman-Ginsberg, L. (2012). Guidance & coaching on evidence-based practices for  

            learners with autism spectrum disorders. Chapel Hill: The University of North Carolina,

            Frank Porter Graham Child Development Institute, National Professional Development

Center on Autism Spectrum Disorders.

Progress will be monitored by tracking student’s discipline referrals, grades, and teacher reports.

Tier 3 services may be discontinued in response to significant decline in discipline referrals/academic improvement.  

NWEA, STAR, and MSTEP results as well as student progress towards their IEP goals.

All students receive Tier 1 instruction.  Tier 1, core instruction, is provided in a 60-minute literacy block five days a week for all first grade classrooms. The teacher provides instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. Core instruction in math is provided in a 60-minute math block for all first grade students. Kindergarten students receive whole group instruction in Reading and Math for a combined total of 60 minutes five days per week.

Students are identified for Tier 2 services by teacher progress monitoring. Tier 2 is what some students receive in addition to Tier 1; typically, students who are behind grade level and are not progressing with Tier 1 interventions alone. The purpose of Tier 2 instruction is to improve student performance. Tier 2 is more intense than Tier 1. In most cases, Tier 2 is delivered by the classroom teacher, but can be provided through LLI.  Students in Tier 2 are assigned a specific intervention based on student need as determined by diagnostic assessments. One round of Tier 2 intervention will last 8-10 weeks. Students will be seen  3-5 days per week for 25-30 minutes per session in addition to Tier 1. Students will need two to three rounds of Tier 2 intervention before moving to Tier 3. Some students may also see support aides for an additional 2-4 times per week.

Tier 1, core reading instruction, is provided in a 60-minute literacy block five days a week. The teacher provides whole group instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension, all of which are essential components of Common Core State Standards. Core instruction in math is provided in a 60-minute math block. The teacher will keep data on the individual student progress and share this data at the progress monitoring (check-in) meeting.

Tier 2 is what some students receive in addition to Tier 1; typically, students who are behind grade level and are not progressing with Tier 1 interventions alone. The purpose of Tier 2 instruction is to improve student performance. Tier 2 is more intense than Tier 1. In most cases, Tier 2 is delivered by the classroom teacher, but can be provided through LLI. 

Students in Tier 2 are assigned a specific intervention based on student need as determined by diagnostic assessments. One round of Tier 2 intervention will last 8-10 weeks. Students will be seen 2 days per week for 30 minutes per session in addition to Tier 1 by the classroom teacher. Struggling students may have LLI services for an additional 30 minutes per day, four days per week. Students in Tier 2 are progress monitored every two weeks to determine if the specific intervention is effective. After the 8-10 weeks of intervention, teachers will meet to discuss the effectiveness of the intervention and determine next steps. A student will qualify for Tier 2 intervention when he/she is unsuccessful after one or more rounds of Tier 1 intervention as demonstrated by Tier 1 progress monitoring data. The student will also be below the grade level benchmark expectation in reading and/or math as demonstrated by any of the district’s assessment measures