Professional Documents
Culture Documents
At Williams, Tier 1 can be broken down further into 3 sub-tiers. The first sub-tier is high-quality, engaging, and
differentiated learning (think a variety of teaching and learning strategies, often informed by ESL and SPED
specialists). The second sub-tier is teacher-led group or individual tutoring. The third sub-tier is short-term time
spent working with interventionists.
Tier 2 can be broken down into 2 sub-tiers. The first sub-tier is long-term time spent working with
interventionists. The second sub-tier is referral to and involvement in the SST program.
Tweak teaching methods based on data received (formative and summative) (Tier 1) NOTE: Different strategies should
be tried and progress of scholar of concern documented for 3-4 weeks
Identify scholars that need extra support and provide them with teacher-led group or individual tutoring (Involve
parents at this point to inform them of need for tutoring) (Tier 1) NOTE: Extra support should be tried and progress of
scholar of concern documented for 3-4 weeks (This can be in conjunction with step above)
Participate in PLC data protocol to identify scholars that need to work with the interventionists (either via push-ins or
pull-outs) and/or scholars that need more targeted ESL support and inform parents of extra support (Tier 1/Tier 2)
NOTE: Extra support should be tried and progress of scholar of concern documented for 3-4 weeks
1
Gorski, Deb. "What Is RTI?" RTI Action Network. National Center for Learning Disabilities, n.d. Web. 18 July 2017.
<http://www.rtinetwork.org/learn/what/whatisrti>.
During content PLCs, refer scholars (that have not shown improvement by following steps above) to Hugo Macias using
the RTI google form before the first Thursday of the month (Tier 2)
Hugo will meet with teacher who referred scholar via GoogleForms to gain more insight about concerns, have them fill
out paperwork, and determine which other teachers should complete paperwork as well (Tier 2)
Hugo will contact parent via phone and send them the parent-information packet to fill out (Tier 2)
Hugo will collect all paperwork and supporting documents and prepare for SST meeting (Tier 2)
SST meeting will take place during referring teachers planning period (unless several teachers are needed) and supports
will be given to scholar (Tier 2)
ALL teachers will execute supports as indicated and keep track of scholars progress (Tier 2)
SST will reconvene and either keep scholar in SST (with possible updates to supports) or will refer to 504 or SPED (Tier
2/3)
NOTE: The goal is that 80% of scholars can be successful in their academics using just the first tier actions. This means
that most needs should be met by best-teaching practices, tutoring, and short-term work with interventionists. The
flow-chart above shows the whole process for a scholar that needs the highest level of support. Most scholars will not
go through the entire process.
NOTE: Scholars will only be recommended to the 504 Committee or to Special Education following the first
SST meeting if it is an extreme case. More than likely, all scholars who go to SST for the first time will be
recommended additional interventions inside of the general education program.