The Beaver Dam Unified School District believes in providing the highest quality of education for our students. This page is to provide you with information about the three-tiered instructional approach we are using to meet this goal, referred to as Response to Intervention (RtI) which is part of federal educational law.
Within this model of tiered supports students participate in the core curriculum, with three levels (tiers) of interventions for students who demonstrate at-risk skills in general academics. Each tier provides additional instruction beyond the core curriculum. Students in K - 8 are screened in the academic areas of reading and math three times a year to measure their progress toward grade level standards.
Tier I – Students are provided with access to grade level learning across content areas. Educators continuously work to provide high quality instruction and prioritize what is being taught in order to ensure as many students as possible are successful in this tier of instruction. In addition, each school teaches behavioral and social expectations for the school environment to all students.
Tier II – Despite the best of intentions, not all students are successful with just Tier I instruction. They may need more time and support to achieve at or above grade level expectations.
Educators monitor student success on essential learning goals and provide re-teaching opportunities for students to achieve grade level learning. This can be done during class time or other identified periods of the day.
In addition to academics, some students may need support socially or behaviorally. A school team convenes to plan these additional support opportunities.
Tier II supports are skill specific and are often not long term. Students receive the safety net of Tier II as needed.
Tier III – For various reasons, students may demonstrate the need for intensive support in universal academic skills. Examples could be in number sense or computation for mathematics and phonics or comprehension in reading. Students may also demonstrate the need for intensive social or behavioral support.
A school team takes the responsibility of analyzing data and collecting information to prioritize school resources to offer these intensive interventions. Student progress is then carefully monitored so that the best plans for growth are utilized. Students receiving Tier III still have access to Tier I instruction and Tier II supports.
|