Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

If data indicate that the student is progressing toward the established goal, the response to intervention is considered positive and the team can decide whether to: ● continue the intervention with the current goal, ● increase or adjust the goal and continue the intervention, or ● begin fading intervention to determine if the student can sustain adequate growth.

When data indicate the student is making progress, but progress is at a slower than expected rate, or progress is variable, the response to intervention is considered questionable. When this occurs, it is important to frst determine if adjustments need to be made in how an intervention is being applied. If there is suffcient evidence that the intervention was implemented with fdelity, the team can decide whether to:

● modify or intensify the intervention, or ● provide the student with more frequent feedback regarding his/her progress.

If the data show that the distance between the student’s trend line and goal line does not narrow, the response to the intervention is considered poor. If the team ensures that the intervention was implemented consistently and as intended, then the team decides whether to: ● conduct additional assessment to determine if the most appropriate skill is being targeted, ● make signifcant adjustments to the intervention’s intensity, or ● consider whether an additional or more individualized intervention may be warranted.

DRAFT

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