RtI Student Movement Through the Tiers

Overview

Student movement through these RtI tiers is a fluid process based on student needs. Needs are determined through an ongoing, balanced system of assessments. Teachers and other professional staff members continually review data from a balanced system of formal and informal assessments including screeners, pre-assessments, reading benchmark data, standardized test results, classroom assessments and teacher observations. This data is used to identify student learning needs, monitor and document progress and adjust instruction as needed. A student may need intervention at some times and not others; in some subjects or all subjects. Needs are continually assessed and instruction/intervention is adjusted as needed.

Extensive counseling support is provided for course and career planning as well as for addressing the social/emotional concerns of the gifted student.

Tier One

Students receive high quality, culturally responsive, research-based, core instruction aligned with State Standards and differentiated to match their advanced learning needs. Differentiation is NOT additional work; it is different work.

Techniques may include, but are not limited to:

Anchor activities
Choice menus
Learning centers
Tiered assignments
Adjusting questions
Hardest problem first
Enrichment activities
Alternate assignments/assessments
Leveled texts/learning materials

If Tier 1 differentiated instruction is not enough to keep a student learning at an appropriate level and pace, the teacher will contact the GATES Coordinator to collaborate on the provision of Tier 2 gifted interventions. Signs that a student has learning needs beyond Tier 1 may include:

Continued demonstration of proficiency, even when provided with more depth, breadth, complexity, and higher level challenges.
Lack of appropriate progress from where the student started. Gifted students learn at a much faster pace relative to their age peers. They should not be expected to slow down or wait for others to catch up.

Tier Two

Small groups of students receive strategically targeted instruction based on deepened learning goals. Creative scheduling and staffing may be required to create flexible grouping opportunities which allow gifted students to work with others of similar ability.

Tier 2 gifted interventions may include, but are not limited to:

Grouping strategies which allow for advanced work with others of similar ability
Curriculum compacting
Alternate assignments/activities/projects offering greater complexity and requiring higher level thinking skills
Alternate Assessments based on higher level thinking
Academic competitions
Enrichment options
Online programs

A small number of students may require more advanced instruction than what can be provided through Tier 2 interventions. When this situation arises, the GATES Coordinator will convene a SIT meeting.

Tier Three

At the SIT meeting, parents and school staff will review the data and collaborate to create an intervention plan to meet student needs. Intervention at Tier 3 is individualized and intensive. It typically replaces most or all of the grade-level core instruction in one or more content areas.

Tier 3 Interventions may include, but are not limited to:

Curriculum compacting
Online or Advanced level coursework
Independent projects
Working with a mentor
Dual enrollment
Subject or grade level acceleration
Youth Options

RtI Student Movement Through The Tiers

Overview

Tier One

Tier Two

Tier Three