Tiers 2 and 3 Intervention Entrance and Exit Criteria Quick ...

Tiers 2 and 3 Intervention Entrance and Exit Criteria
Quick Reference for Struggling Learners
Tier 2 Entrance Criteria
1. Using the ClasStat process, analyze data from
most current Universal Screener (MAP/MPG,
IDEL, SAIL) to identify students who are the
lowest 20% at each grade level using the School
Dashboard report titled: Universal Screener:
Current Student Detail, and if needed, NWEA
report by grade report
2. Using the ClasStat process to triangulate most
current summative and formative data (including
attendance, incident and suspension data when
appropriate) to determine if the students in the
lowest 20% are:
performing at or above proficiency for
grade according to the most current
screener; or
receiving specialized support in the
identified area of concern through
additional instruction provided by a
special education teacher (i.e., a reading
and/or math page in the IEP) or receiving
a “double dose” or supplemental course
in reading and/or math or receiving a
replacement curriculum (e.g., Unique or
Language!))
below proficient, but based on growth,
evidenced by formative data, are
appropriately responding to core
instruction.
in need of a behavioral intervention prior
to attempting an academic intervention
Students meeting the above criteria are
placed in an observation group with a
focus on differentiation at the core, with a
note to indicate why they are not receiving
Tier 2 at this time. Students’ progress is
observed and notes are recorded monthly.
3. The instructional needs of the remaining
students of the identified 20% are then planned for
and supported by:
Identify the area/s of concern(AOC) for
each student this might include academic
-through survey level assessment* and/or
behavioral where appropriateIdentify
which skills within AOC need
intervention based on diagnostic
assessment or error analysis *
Organize instructional intervention
groups based on identified areas of
concern (AOC).
Schedule intervention groups
(Intervention time is to built into all
school schedules)
Determine who will deliver interventions
and conduct progress monitoring.
Determine who will be in charge of data
management:
o Is progress monitoring
o
happening?
Is data being entered into
Exceed?
Select evidence based
intervention/strategy and gather materials
Set the baseline score and appropriate
target score using survey level
assessment data* with benchmark goals
and goal setting guidance (in Reading: see
RtI Handbook-Appendix C, DIBELS
Next or IDEL Benchmark Goals) (in
math: see easyCBM)
Develop individual intervention plans for
each student in EXCEED RtI.
Provide intervention to students according
to the recorded plan
*Use Survey Level Assessment (see handbook for
specific description)
4. For students who receive daily intervention,
their progress monitoring occurs weekly. Teachers
record and plot data scores on the progress
monitoring booklets and enter scores into
EXCEED®RtI respectively. The graph generated
by the intervention plan and progress monitoring
data points in EXCEED will be used to apply the
decision-making rules after 3 scores have been
recorded. These data points guide
the team’s discussion to:
determine the rate of a student's progress;
provide information on the effectiveness
of instruction and need for modification of
the intervention, and if necessary;
identify the need for additional
information, analyze and interpret gaps
between aimline and achievement.
If student/s demonstrate success with an
intervention:
Increase the target goal and continue the
current intervention
Exit students from Tier 2 interventions
who have made sufficient progress as
determined by grade level expectations on

Tiers 2 and 3 Intervention Entrance and Exit Criteria
Quick Reference for Struggling Learners
DIBELS Next or IDEL probes and/or the
Math easyCBM tools
Provide a new intervention to target the
next skill level needed to become
successful in Tier 1.
8. Students who are exited from Tier 2
intervention should be monitored for progress to
ensure that they can maintain the skill level
without the previously provided support.
Tier 2 Intervention Progress and Exit
Criteria
1. During the intervention process, a data-driven
decision must be made about the student’s
instructional needs. Examine the last 3 consecutive
scores to determine instructional success of the
intervention. If student/s demonstrate success with
an intervention:
Increase the target goal and continue the
current intervention
Provide a new intervention to target the
next skill level needed to become
successful in Tier 1.
Exit students from Tier 2 interventions
who have made sufficient progress as
determined by grade level expectations on
progress monitoring probes
2. If student/s are not making expected progress,
make a change to one of the following:
Check to confirm the Area of Concern
(AOC) is correct
Check the fidelity of the instruction for the
selected intervention
Check if the intervention target was set
appropriately
Adjust the Intensity of the
intervention:
o Increase the number of times or
the length of time the student
receives the selected intervention
o Select a different intervention
that ensures alignment with the
skill deficit
o Move the student to a different
intervention group or if
necessary;
o Initiate a Tier 3 intervention
request
Adjust the pacing of the instruction if all three
scores fall above the aimline. If all three scores are
on or
near the aimline continue to collect data for the
remainder of the intervention until the 3 point rule
can be applied or end of year target for skill is met.
Tier 3 Entrance Criteria
1. Tier 2 interventions have not proven to be
effective based on progress monitoring data,
universal screener data and other classroom
formative data.
2. Student is at least 2 years delayed according to
grade level benchmark goals.
3. The Tier 3 Team will gather additional
diagnostic assessments to determine specific
need/s for intervention.
4. Intervention will take place at least 20-30
minutes daily in addition to required core
instruction time*. (Exception will be a replacement
curriculum for 90 minutes a day).
5. Group size will not exceed 3 students (with the
exception being a replacement curriculum groupe.g.,
Language!).
6. If student continues to demonstrate a lack of
expected progress after 6 weeks of daily
intervention, the next step could include a request
for a special education evaluation.
*Regular Education teachers are responsible for
providing intensive interventions to students who
are being referred for an initial special education
evaluation.
Tier 3 Exit Criteria
1. The student demonstrates expected growth
based on benchmark grade level data.
The student returns to a Tier 2
intervention group to ensure continued
skill development until Tier 2 exit criteria
is met.
2. Student was referred for a special education
evaluation and qualified for services.
Upon qualifying for special education
services within the area of concern, the
delivery of the intervention (when
successful) will transition to the special
education teacher.