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Deerfield Public School District 109 Deerfield Public School District 109 Deerfield Public School District 109 Deerfield Public School District 109 Deerfield Public School District 109

Academic Tiers

Academic RtI

Tier I

Core Curriculum includes instruction of the Common Core State Standards and will be delivered with integrity to all students.  A student performing at the 35th percentile or above on nationally-normed academic assessments and meeting grade level standards will be monitored using ongoing common assessments and universal screeners to guide instruction.

Tier I Interventions

A student who is not meeting grade level standards may qualify for Tier I intervention plan. Tier I intervention plan may include differentiated instruction of the core curriculum and/or academic strategies delivered by the general classroom teacher.  The teacher will utilize a member of the RtI team to plan for Tier I intervention and collect baseline data. Student progress is monitored within the classroom and that data is shared with a member of the RtI team. The teacher and the member of the RTI team will maintain ongoing dialogue during the 4-6 week instructional cycle.  At the end of the 4-6 week instructional cycle, the teacher and a member of the RtI team will meet and review the student’s progress. If a student is making adequate growth, the teacher will either continue the intervention plan or gradually reduce the Tier I supports. If a student is not making adequate progress, a different Tier I intervention may be implemented or the student may be referred for a Tier II intervention.

Tier I Intervention: Quick Reference

For students not meeting grade level standards, the following steps will be applied:

  • Continue core curriculum
  • Teacher and a member RtI team collect baseline data
  • Tier I interventions delivered in the general education class
  • Teacher and member of the RTI team create intervention
  • Teacher contacts parent
  • Teacher is responsible for implementing the plan
  • Teacher monitors progress
  • Implementation will be for a minimum of 4-6 weeks
  • A student not making progress may receive a different Tier I intervention or be referred for Tier II

Tier II

A student whose performance is at or below the 35th percentile on nationally-normed assessments and who meets grade level standards will be reviewed by the RtI team. Based on historical data, the RtI team will determine if the student requires Tier II intervention.

As determined by nationally-normed assessments, a student whose performance is at or below the 35th percentile and not meeting grade level standards will qualify for Tier II interventions. A student may also be recommended for Tier II interventions by the RtI team based on lack of progress in a Tier I intervention over a determined period of time. Tier II interventions are provided in addition to core instruction and Tier I interventions.  Tier II interventions may take place within or outside of the general education classroom. Progress monitoring to assess growth will occur every 10 instructional days.

At the end of the 40-60 instructional day cycle, the RtI team will meet and review the student’s progress. If a student is making adequate growth, the RtI team will decide whether to adjust or continue with the current plan. Once a student has made enough progress to no longer qualify for Tier II intervention, the student will begin a gradual release of the supplemental supports of Tier II.  If a student in a Tier II intervention is not making expected progress, the RtI team may recommend a modification to the Tier II or a Tier III intervention may be recommended.

Tier II Intervention: Quick Reference

For students performing at or below the 35th percentile on nationally-normed assessments and not meeting grade level standards or students recommended based on Tier I intervention data, the following steps will be applied:

  • Continue core curriculum
  • General education teacher will continue to provide Tier I interventions
  • RtI team develops plan
  • RtI interventionist contacts parent and follows up with the “RtI: Parent Letter – Tier II” and a copy of the Intervention Plan
  • Tier II interventions are generally delivered in small groups of 2-6 either within or outside the general education class
  • RtI team will progress monitor every 10 instructional days
  • Implementation will be for 40 – 60 instructional days
  • A student not making progress may receive a different Tier II intervention or be referred for Tier III

Tier III

As determined by nationally-normed assessments, a student performing is below the 25th percentile and not meeting grade level standards may qualify for Tier III intervention.  A student may also be recommended for Tier III interventions by the RtI team based on lack of progress in a Tier II intervention over a determined period of time. In addition to core instruction implemented with fidelity and Tier I interventions, Tier III interventions include supplemental instruction delivered by a member of the RtI team outside of the classroom. The delivery time and place may vary depending on the needs of the student. The RtI team will continue to progress monitor students receiving these services at least every 10 instructional days.

At the end of the 40 instructional day cycle, the RtI team will meet and review the student’s progress and decide whether to adjust or continue with the current plan. Once a student has made enough progress to no longer require Tier III intervention, the student will begin a gradual release of the supplemental supports of a Tier III intervention. If a student in a Tier III intervention is not making expected progress, a different intervention may be implemented or a special education evaluation may be recommended.

Tier III Intervention: Quick Reference

For students performing below the 25th percentile on nationally-normed assessments and not meeting grade level standards or students recommended for Tier III by the RtI team, the following steps will be applied:

  • Continue core curriculum
  • General education teacher will continue to provide Tier I interventions and parent communication
  • RtI team develops plan
  • RtI interventionist contacts parent and follows up with the “RtI: Parent Letter – Tier III with Permission” with a copy of the “Tier III Intervention Plan”
  • Supplemental instruction/intervention within a small group setting of less than four students supplied by RtI team outside of the classroom
  • RtI team will progress monitor at least every 10 instructional days
  • Implementation will be for 40 instructional days
  • A student not making progress may receive a different Tier III intervention or be referred for a special education evaluation

Special Education

A student not making progress in Tier III Intervention and/or struggling in multiple areas may be referred to a problem-solving team.  The problem-solving team is made up of a variety of school staff, although not all members attend every meeting.  Members include building administrators, school psychologist, a student’s general education teacher(s), RtI specialist, special education teacher, school social worker/guidance counselor, and other special education related service providers as deemed necessary.  This team will decide appropriate next steps for improving a student’s outcomes.  This decision may include the consideration of an evaluation for special education eligibility. As dictated by state statute, the RtI process must be completed prior to determination of eligibility for special education services under the category of Specific Learning Disability.  The procedures and rights guaranteed by the Individual with Disabilities Education Act (2004) will govern the evaluation process.