Fall Window: 8/28 - 9/7

Winter Window: 1/8 - 1/18

Spring Window for 3-5 only: 4/8 - 4/18

Spring Window for K-2 only: 5/13 - 5/23

MAST Window (3-5 only): 5/6 - 5/16

ISIP

First long-in of the month for all classes.

Kurtis Koenig: Principal

Britta Oliverson: Intervention Specialist

Michelle Hoover: First Grade Teacher

TBD

Casey McLean: Third Grade Teacher

TBD

First, identify the concerns you have.

Next, begin with specific, strategic interventions.

For the next couple weeks, monitor the student's response to these intervention.

Next, after several weeks have passed, reevaluate. Are the interventions working to the point that the student can access the curriculum? If yes, keep doing those interventions. We may need to include SpEd staff for those continued interventions.

OR--if the student is not responding to the interventions, try some different ones.

Finally, if the student has not responded well to interventions, it is time to refer him or her for testing. Inform your principal, he will take over from there.

This can look different in every classroom. An opportunity to respond can be as simple as asking a question and gaining a response. They can be as complicated as a formal writing assignment or project activity.

Our goal is to have a variety of OTRs be used thorughout T1 instruction.

Additionally, we want to have 6 OTRs per minute during T1.

The rationale is that the more the students are responding, the less they are listening to lecture. This level of engagement is what we are looking for.

30 minutes is allocated to T1 instruction for Whole Group

The remaining instruction is allocated towards group work. The model requires the creation of at least three groups who rotate from work station to work station or activity to activity.

Each work station/activity should be different from the others and have a specific challenge or intervention/enrichment that the students can do mostly independently.

One of the groups should be comprised of the lowest achieving students and their stations/activities should be leveled to what those students need.

Only one of the stations should be computer-based.

In ELA, the Wonders curriculum has pre-created materials. Using this is encouraged, but not required.

Stations and activities should not be "reading a book" unless that is a choice for the students after your preplanned work is complete.

Tier 2 is:

• provided to the small group of students who are still at risk after the provision of effective Tier 1 instruction

• designed to accelerate learning

• aimed at catching students up to grade-level reading goals

2. How Is Tier 2 Defined?

The characteristics of Tier 2 include:

• small group

• in addition to, not instead of, Tier 1 instruction

• 3-5 times per week

• 30-45 minutes per day

• explicit, systematic, research-aligned instruction, delivered by a trained instructor

• focused on eliminating skill deficits

• frequent progress monitoring so intervention can be changed if it isn't working

• planned by a grade-level or school-level planning team using screening and diagnostic assessment data

3. How Is Tier 2 Different From Tier 1?

Tier 2 is more intensive, meaning more resources are allotted to students because they are at risk of future reading difficulties, struggling readers, or students with disabilities.

Increased intensity means:

• smaller group

• more homogenous group

• more sessions per week

• longer duration of each session

• more frequent progress monitoring

4. How Is Tier 2 Different From Tier 3?

Tier 2 requires less intensive and individualized resources than Tier 3. Tier 2 intervention is typically planned by a grade- or school-level team, whereas Tier 3 is planned by student-level teams that include all who have expertise or a stake in the individual student's reading outcomes, including the student's family and community members.

5. Who Delivers Tier 2 Intervention?

Any educator who has been trained in the research-aligned  program or approach. Flexible service delivery in MTSS allows any educator to support intervention, regardless of role or funding source.

6. When Is Tier 2 Provided During the School Day?

Tier 2 is an extra dose of targeted, small-group instruction, so it must be outside of the Tier 1 ELA block. Students may also receive small group instruction in Tier 1.

Here are two common approaches to finding time for Tier 2:

1. Intervention or enrichment for all students in the grade at the same time.

2. Students miss other instruction (math, social studies, specials). This decision is made with the student's parents.

7. How Should Tier 2 Be Evaluated?

The Tier 2 system is effective when the students who receive it reach grade-level reading goals.

8. What Does It Mean to Align Tier 1 and Tier 2?

The answer depends on how many students are at risk and the size of the gap between the skills taught in Tier 1 and the skills of the students. 

In some cases, when the gap is small, Tier 2 will involve pre-teaching or re-teaching the skills taught in Tier 1. In other cases, Tier 1 instruction is differentiated and students receive the same small-group instruction in Tier 1 and Tier 2 at two different times of day.