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Auburn Enlarged City School District
Response to Intervention Model for Reading
ALL students READING FLUENTLY and
COMPREHENDING by the end of GRADE 3

1. Tier I: It is expected that in TIER I, the classroom teacher will use a varietyof strategies with
ALL learners in order to get 80% of the students to proficiency in the content and skills (knows and dos) of the curriculum(Core Instruction).
a. 90 minutes of uninterrupted ELA/Reading instruction.
b. Guided Reading instruction with flexible groups.
c. Universal screenings 3 times per year (fall, winter, spring) (This
includes but is not limited to the Curriculum, Instruction,
Assessment plan assessments and DIBELS)
d. Students initially identified as at-risk on screening measures are
progress monitored.
2. Tier II: It is expected that in TIER II, the classroom teacher plans and uses a variety of interventions with 10-15% of the students who are not
responding to TIER I instruction.
a. Teacher/Student Ratio=1:2 ‚Äď 1:5, 10-30 weeks minimum
b. 20-30 min per session‚Äď 3-4 times per week
c. Progress Monitor ‚Äď 2 times per month
d. Tier II can be delivered by: Classroom teacher, assistant, aide,AIS teacher, special education teacher, and librarian or parent
helper. **(Within classroom setting when possible.)**
e. RtI/CST team meeting in order to review progress of TIER II students
3. Tier III: It is expected that in TIER III, the AIS or special education teachers use a variety of intensive and customized interventions with
1-5% of the students who are not responding to TIER II interventions.
(Usually outside of the classroom setting.)
a. Teacher/Student Ratio= 1:1 or 1:2, 10-30 weeks
b. 30-60 min. per session ‚Äď 5 times per week
c. Progress monitor ‚Äď 1 time per week.

*When a student does not respond to consistent interventions in TIER III, a
recommendation may be made to the Committee on Special Education (CSE).





































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