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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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1. How did you identify these students this year?  BOY:______ MOY:______

2. When do these supports occur?

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In Tier 3, students receive individualized, intensive instruction based on their specific skill deficit. At tier 3, student needs go beyond struggling with mastering standards.

The student needs additional support to address a specific skill that is lacking. Theoretically, only around 5% of the student body should need Tier 3 instruction. This instruction is in addition to core instruction and Tier 2 instruction, and is typically delivered in a one-on-one or small group setting.

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The core tenet of Tier 1 is to provide high quality instruction to all students in Barrow County. The purpose of Tier 1 is to provide effective standards-based instruction and behavioral supports to students in order to improve academic achievement. Barrow County utilizes research-based instruction within a standards-based classroom. Effective evidence-based instructional practices are incorporated into all classrooms, regardless of grade, ability level, or subject matter. Data teams in each subject area, or at each grade level, use frequent common assessments to determine needed differentiated instruction based on student needs. Data teams work to problem solve using diagnostic, formative, and summative assessment data.

Tier 1 also incorporates effective, positive school-wide behavioral programs.

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Tier 2 instruction is slightly more intensive than Tier 1 instruction and typically involves smaller, group-based instruction. In theory, no more than 10-15% of the student body should need Tier 2 support. Students are identified for Tier 2 supports through universal screening at Tier 1. Tier 2 supports can be provided in a variety of ways, but the essential idea is that students are receiving additional instruction and support targeted to their skill/knowledge deficits that are impacting their academic performance (e.g. reading fluency, reading decoding, math fact fluency).