RIVERDALE SCHOOL DISTRICT INTERVENTION SYSTEM
“Taking Responsibility for All Students”
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Elementary
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Middle School
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High School
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Tier 1
CORE INSTRUCTION
(100%)
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Effective, evidence-based classroom instruction and curriculum
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Differentiate the curriculum as necessary
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Evaluate the quality of instruction - Universal Screening—MAPs, DIBELS Next, SRI (on-going data collection – 3x per yr)
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Should meet the needs of a minimum of 80% of the students
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Tier 2
SUPPLEMENTAL
(10-20%)
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Small group instruction
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Double-dose
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Computer Programs
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Progress Monitoring
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Should meet the needs of an additional 15%
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Small group instruction
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Double-dose
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Intervention Hours
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Progress Monitoring
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Should meet the needs of an additional 15%
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Intervention Hours
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Computer Programs
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Progress Monitoring
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Should meet the needs of an additional 15%
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Tier 3
INTENSIVE INSTRUCTION
(5-10%)
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Intensive tutoring
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Alternative Curriculum & Instructional Methodology
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Computer Programs
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Progress Monitoring
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PALs
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Title 1 Reading Support
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Intensive tutoring
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Alternative Curriculum & Instructional Methodology
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Computer Programs
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Progress Monitoring
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PALs
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Intensive tutoring
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Alternative Curriculum & Instructional Methodology
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Computer Programs
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Progress Monitoring
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Tier 4
SPECIAL EDUCATION
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Special education services (if the student is found to be eligible)
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Differs from Tier 3 in that the services required are more intensive and the student qualifies for services as determined by federal and state law.
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Progress Monitoring
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GOAL: Find the least intrusive effective intervention that creates an acceptable level of success for the student.
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All curriculum and instructional programs must be evidence-based. We are trying to rule out lack of effective instruction before identifying a student with a disability.
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The Intervention Team process will facilitate the placement of students in the tiers within the Intervention System. Assessment and data are the keys to the decision making process. We will continually evaluate the effectiveness of the interventions that are being used to determine if instructional and/or curricular modifications are necessary.
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Interventions should be administered at least 4x per week (ideally 5x per week) for a minimum of 20 instructional minutes per session. Interventions should be attempted for a minimum of 4 weeks before expecting to see significant student progress.
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