# data[].attributes.headline
Students who test at Emerging or On Grade Level

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Students who test at Emerging or On Grade Level

# data[].attributes.headline
Continue with On Grade Level Instruction

# data[].attributes.subject
Continue with On Grade Level Instruction

# data[].attributes.headline
Place in AIG for Daily Small Group Interventions

# data[].attributes.subject
Place in AIG for Daily Small Group Interventions

# data[].attributes.headline
Place in daily small group intervention within classroom

# data[].attributes.subject
Place in daily small group intervention within classroom

# data[].attributes.headline
Reference Other Diagnostic testing to see if testing reflects additional support necessary

# data[].attributes.subject
Reference Other Diagnostic testing to see if testing reflects additional support necessary

# data[].attributes.headline
If improvement noted, no additional intervention is necessary

# data[].attributes.subject
If improvement noted, no additional intervention is necessary

# data[].attributes.headline
If other diagnostic testing does not indicate below grade level, continue with in-class small group intervention

# data[].attributes.subject
If other diagnostic testing does not indicate below grade level, continue with in-class small group intervention

# data[].attributes.headline
If other diagnostic testing confirms below grade level place on MTSS list to discuss at Monthly Committee Meeting

# data[].attributes.subject
If other diagnostic testing confirms below grade level place on MTSS list to discuss at Monthly Committee Meeting

# data[].attributes.headline
Discuss results  and current in class intervention strategies to ensure the curriculum is being executed with fidelity. Refer to Tier II MTSS for out-of-class intervention 3x per week for targeted areas.

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Discuss results  and current in class intervention strategies to ensure the curriculum is being executed with fidelity. Refer to Tier II MTSS for out-of-class intervention 3x per week for targeted areas.

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If no improvement noted discuss at monthly MTSS Committee Meeting

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If no improvement noted discuss at monthly MTSS Committee Meeting

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Progress: Continue Tier II targeted strategies along with Tier I Core supports until the student meets benchmark goals. Progress should be documented for at least 2 full intervention cycles. If progress continues student may be moved back to Tier I

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Progress: Continue Tier II targeted strategies along with Tier I Core supports until the student meets benchmark goals. Progress should be documented for at least 2 full intervention cycles. If progress continues student may be moved back to Tier I

# data[].attributes.headline
No Progress: Check fidelity implementation. MTSS Committee may recommend modification of intervention. Move to Tier III with documentation of no progress following 2 full Tier II intervention cycles

# data[].attributes.subject
No Progress: Check fidelity implementation. MTSS Committee may recommend modification of intervention. Move to Tier III with documentation of no progress following 2 full Tier II intervention cycles

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Tier III: Intensive 1:1 or very small group interventions with more individualization. Will receive out of classroom support daily.

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Tier III: Intensive 1:1 or very small group interventions with more individualization. Will receive out of classroom support daily.

# data[].attributes.headline
If Progress: Continue Tier III until the student reaches their goals for 2 full intervention cycles. After meeting with MTSS committee discuss returning to Tier II.

# data[].attributes.subject
If Progress: Continue Tier III until the student reaches their goals for 2 full intervention cycles. After meeting with MTSS committee discuss returning to Tier II.

# data[].attributes.headline
If No Progress: Check Fidelity Implementation. MTSS committee may advise to continue with the same interventions, adjust the current interventions,  or be referred to the Special Education Coordinator for a potential IEP or 504

# data[].attributes.subject
If No Progress: Check Fidelity Implementation. MTSS committee may advise to continue with the same interventions, adjust the current interventions,  or be referred to the Special Education Coordinator for a potential IEP or 504

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All retentions are immediately placed in Tier III

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All retentions are immediately placed in Tier III

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If the student understands directions and vocabulary in their home language but not English and is showing improvement with translation support then the issue may be a Language Barrier

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If the student understands directions and vocabulary in their home language but not English and is showing improvement with translation support then the issue may be a Language Barrier

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If the student does not understand directions and vocabulary in their home language or in English and is showing no improvement with translation support then the issue may be a Learning Disability

# data[].attributes.subject
If the student does not understand directions and vocabulary in their home language or in English and is showing no improvement with translation support then the issue may be a Learning Disability

# data[].attributes.headline
Continue to support the student with resources like a translation dictionary, visual aids, graphic organizers, and translation apps.

# data[].attributes.subject
Continue to support the student with resources like a translation dictionary, visual aids, graphic organizers, and translation apps.

# data[].attributes.headline
Continue to support the student with resources like a translation dictionary, visual aids, graphic organizers, and translation apps AND consult diagnostic testing

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Continue to support the student with resources like a translation dictionary, visual aids, graphic organizers, and translation apps AND consult diagnostic testing

# data[].attributes.headline
Classroom Observations show that a student seems frustrated, uninterested, and is not progressing

# data[].attributes.subject
Classroom Observations show that a student seems frustrated, uninterested, and is not progressing