Tiered Instructional Plan

~80% of Students, Universal Instruction

All students receive grade-level core instruction to achieve NYS Next Generation Learning Standards (NGLS).

• Core instruction: Curriculum resources and instruction are matched to the goals of the NYS NGLS, instructional routines are clear, strategies are taught, and rigor is incorporated to build a guaranteed, viable curriculum ensuring all students learn at high levels according to grade-level standards.
• Differentiated Instruction: Instruction designed to be specific for individuals or small groups of students to ensure students meet grade level expectations as well as learning skills, concepts, and strategies based on student interest, background, and strengths. Teachers can differentiate based on instruction, resources, and assessment to support the needs of students. Differentiation in core instruction may include pre-teaching and reteaching as a form of support.

Teachers use data to identify student needs, develop a plan, evaluate the plan and make changes needed to support the students.

~15% of Students, Strategic Instruction

Tier 2 instruction aligns with core instruction and is designed to close skill gaps as identified in the assessment process so that students can reach grade level benchmarks. Strategic, targeted instruction is provided in addition to core instruction.

• Includes evidence-based instruction for students identified as being at risk according to universal screener and diagnostic data.
• Tier II instruction:
  • Targeted to address screening and diagnostic data
  • Focused on foundational skills in reading and math
  • Elementary
    • Additional instructional time outside of core instruction
    • Typically includes 4-6 students per group
    • Provided 3-5 days/week for 30 mins/session
  • Middle School
    • Implemented during scheduled class period dedicated for AIS
    • Typically includes 6-12 students per class
    • Provided 1x/3 days (40 mins each session)
  • High School
    • Implemented during scheduled reading class dedicated to AIS for 9th graders
    • Typically includes 10-12 students per class
    • Provided 1x/3 days (40 mins each session)
    • Offered to students who have not passed a Regents exam

~5% of Students, Specialized Instruction

Intensive instruction in addition to core instruction and strategic instruction.

Instruction is provided in instructional sessions that may be:

• Smaller in group size (cap of 3)
• Longer in duration than Tier 2/in addition to Tier 2
• Meets on a more frequent basis than Tier 2
• Taught by instructors who have specialized skills
• Focused on foundational skills in math and reading

Additional diagnostic assessments may be used to identify specific needs for instruction. Progress is monitored on a regular basis to evaluate the impact of intervention on student learning.

All students are eligible for Academic Intervention Support based on District criteria.

Special Education
Students with disabilities may be eligible for AIS in areas that are not addressed by IEP services. Please refer to the District Special Education Plan for more detailed information regarding Special Education Services and Programming.

ENL Students
All teachers are teachers of English Language Learners. ENL instruction is Tier 1 core instruction provided to students who are learning English. Tier II or Tier III instruction may be appropriate for students who are learning English. Despite appropriate ENL modifications to learning, skill deficits may be identified in reading and math, making the student eligible for AIS.

No English language learner should be excluded from consideration for additional tiered instruction, such as AIS, based on their ELL status.

• All ELLs will participate in the STAR Reading and Math screeners.
  • For Entering and Emerging ELLs, the ENL teacher will administer the screenings 1:1 with students.
    • Observational data will be collected (effort, facial expressions, hesitations, speed at which they answer questions, etc.)
    • If the assessment proves too challenging or the student shows signs of concern (ie, frustration, overwhelmed, upset) the assessment will be discontinued.
• Spanish-speaking ELLs will participate in the STAR Spanish Reading and STAR Spanish Math.
  • For all other languages, students will take the STAR Reading in English. For STAR Math, the teacher should consult with the ENL teacher about the need for accommodations such as an interpreter, or translation of the STAR testing site through Google. In order to obtain a true measure of a student’s ability in reading and math only accommodations deemed necessary by the ENL teacher should be utilized.

In all ELL cases, the ENL teacher must be a member of the team that reviews the individual student’s data and decisions regarding screening and further diagnostic assessment and instruction.

Tier	Description
Tier III	Few students may not adequately respond to Tier I instruction, intervention, and support or make adequate growth with Tier II intervention and support. Intensive, targeted intervention and support are provided that corresponds to needs. Tier III intervention and support have an increased intensity, frequency, and/or duration when compared to Tier II. Progress monitoring data is collected frequently. Tier III intervention and support is provided concurrently with Tier I and Tier II instruction, intervention, and support to around 5% of students. Movement between Tiers is fluid and based on response to intervention and support.
Tier II	Some students may not adequately respond to Tier I instruction, intervention, and support. Supplemental, targeted intervention and support is provided that corresponds to needs. Progress monitoring data is collected frequently. Tier II intervention and support is provided concurrently with Tier I instruction, intervention, and support to around 15% of students. Movement between Tiers is fluid and based on response to intervention and support.
Tier I	All students (100%) receive high-quality, evidenced-based core instruction that is differentiated to meet their needs. Effective school and classroom management strategies, intervention, and support are implemented. Universal screeners are administered. Most students (80%) should adequately respond to Tier I instruction, intervention, and support.