|
|
|
TIER Three |
Wednesday, January 13, 2010 02:57 PM |
Tier Three:
Tertiary Intervention and Special Education Referral
“Despite the weak official guidance on formal definitions of purpose and
procedure, there is growing consensus that RtI is meant to provide earlier
intervention and prevention and more valid disability identification.”
(Fuchs, Fuchs, and Vaughn, p. 71-72)
Tier Three
interventions provide for more frequent scientifically-validated
intensified instruction that is specifically targeted to the student’s
deficit reading skill/s. The interventions will usually occur outside of
the classroom but may at times occur in the classroom. Tier Three
interventions are typically done four times per week by the literacy coach
or targeted intervention teacher but may also require the assistance of a
trained paraprofessional or special education personnel where feasible.
The classroom teacher continues to provide Tier One interventions in the
classroom with documentation.
Tier
Three students are monitored for
progress and
data is charted by the
literacy
coach/intervention teacher
weekly.
As in Tier Two, progress monitoring again involves documentation of word
accuracy, comprehension, and words correct per minute. For kindergarten to
early first grade, monitoring again is by words correct per minute in
disconnected text and alphabet knowledge regarding upper case, lower case,
and sounds. As with Tiers One and Two, additional assessments are highly
encouraged.
–See
Tier Three Data Collection Forms
If it is
determined by the team that adequate progress has not been made and the
student is not responding adequately to interventions, then a
referral for an evaluation for special education services will be made.
The Response to
Intervention Three-Tiered Plan continues to be the method by which Jefferson
County students are identified as learning disabled and referred for special
education services. The Special Education will administer an appropriate
evaluation. Extensive evaluations are for the purpose of obtaining
information to guide instruction once the student is provided special
education services. (A more brief evaluation is being considered which
should lessen the number of days required for administration.)
|
|
|
