Response to Instruction (RTI) Policy

Response to Instruction (RtI) Policy

Updated 5.8.2025

Policy Overview

K-12 Universal Screening & Instruction Guidelines

Universal Screening Tools

To identify students’ academic needs, the following assessments will be administered:

CAASPP Summative Assessments (Grades 3-8 & 11): Annual standardized testing to determine proficiency in state standards for all students in Grades 3-8 and 11 in ELA and Math.
iReady Diagnostic Assessments (Grades K-12): Administered three times per year to monitor growth and identify areas of need for all students in Grades K-12 in Reading and Math.
1. See Diagnostic 2 Exemptions Below
Reading Screener (Grades K-2): As required by law, students in grades K-2 will be screened for reading difficulties following our Screening Policy for Reading Difficulties and the CWCS Early Literacy Plan.

Instructional Tiers

High School: Students in grades 9-12 will follow the High School Intensive Policy guidelines for math and ELA course placement. Students scoring in Tiers 2 & 3 should consider participating in High School Advisory Tiger Time each day. Attendance may be required to attend based on ES or Administrative referral.

Grades K-8: Students in grades K-8 will participate in an instructional support tier (Tiger Time) based on their performance in iReady and CAASPP assessments based on the following recommendations. Parents and ESs will choose the best option for their student based on the following criteria:

Tier 1 Students: On-Grade Level Proficiency

Criteria: Students scoring at or above grade-level proficiency.

Students in Grades 4-8 with CAASPP Scores of 4
Students in Grades 4-8 with CAASPP Scores of 3 above the 10th percentile cut score on the scaled score range for Achievement “Met” (use grade level of test)
Students in Grades K-8, without CAASPP scores, scoring at grade level in iReady with Mid-Year Diagnostic #2 Check

Students who do not score at grade level Target in all domains on Diagnostic #2 will be required to use iReady or choose a Tiger Time Option
Students who were enrolled in CWCS and opted out of CAASPP the year prior will be required to choose a Tiger Time option below regardless of iReady scores.

Support: Participation in a daily morning Tiger Time session is optional. Students may attend these sessions to engage in enrichment activities or to receive additional support as needed.

Tier 2 Students: Strategic Intervention

Criteria: Students scoring slightly below grade-level proficiency
- Students in Grades 4-8 with CAASPP Scores of 2
- Students in Grades 4-8 with CAASPP Scores of 3 below the 10th percentile cut score on the scaled score range for Achievement “Met” (use grade level of test)
- Students in Grades K-8 without CAASPP Scores who score Overall One Year Below Grade Level Target on iReady
Support: Participation in one of the Tiger Time Options is required. It is recommended that these students choose Big Ideas, but may enroll in a Comprehensive CWCS Approved Math and/or English Language Arts Class led by a credentialed teacher.
Big Ideas sessions were developed to engage students in enrichment activities or to receive additional support. These sessions will:
- Address specific skill gaps identified in iReady diagnostics.
- Provide exposure to grade-level concepts through mini-lessons and practice activities.
- Engage in targeted interventions designed to accelerate learning and close achievement gaps.
- Additional support for students throughout the day through tutoring and additional classes accommodate independent study needs.

Tier 3 Students: Intensive Intervention

Criteria: Students significantly below grade-level proficiency.

Students in Grades 4-8 with CAASPP Scores of 1
Students in Grades K-8 without CAASPP Scores who score Overall more than One Year Below Grade Level Target on iReady

Support: Students in Grades 3-8 will be required to: Participate in one of the Tiger Time Options. It is recommended that these students choose a Comprehensive CWCS Approved Math and/or English Language Arts Class led by a credentialed teacher, or they may choose to enroll in the corresponding Big Ideas option.
- Enroll in a Comprehensive CWCS Approved Math and/or English Language Arts Class: Attend a full-class instructional session led by a credentialed teacher.
- Follow a selected curriculum with structured pacing aligned to their individual learning plan.
- Engage in targeted interventions designed to accelerate learning and close achievement gaps.

Support: Students in Grades K-2 will be required to participate in a daily morning Big Ideas session. Students must attend these sessions to engage in enrichment activities or to receive additional support. These sessions will:
- Address specific skill gaps identified in iReady diagnostics.
- Provide exposure to grade-level concepts through mini-lessons and practice activities.
- Engage in targeted interventions (including required supports outlined in the Screening Policy for Reading Difficulties. These interventions are designed to accelerate learning and close achievement gaps.
- Additional support for students throughout the day through tutoring and additional classes accommodate independent study needs.
- Students may participate in a Comprehensive CWCS Approved Math and/or English Language Arts Class when available.

As always, if you have any questions or concerns about this policy, please contact your ES or ES Advisor.

Tiger Time Instructional Practices

Tiger Time Structure Chart (Detailed)

Big Ideas - Concept Sessions: All instructional sessions will incorporate the following grade-level evidence-based practices:

Differentiated Instruction: Instructors will tailor lessons to address individual student needs.
Standards-Based Concepts: All instruction will align with state standards and grade-level expectations. Instructors will use lessons designed and paced within their cohorts. Major modifications to lessons or pacing will be approved by Cohort Leads. Lessons will be curriculum agnostic, designed to align with any curriculum being used and will focus on grade-level objectives rather than a specific curriculum.
Progress Monitoring: IReady progress monitoring will track student growth and inform instructional adjustments. Final grades will not be administered, as sessions are concept-based and are not stand-alone but must be accompanied by a full grade-level curriculum or course.
Collaborative Learning: Group activities and peer discussions will foster engagement and deeper understanding.

Full Class - Instructional Session: All instructional sessions will incorporate the following grade-level evidence-based practices:

Differentiated Instruction: Instructors will tailor lessons to address individual student needs.
Standards-Based Curriculum: All instruction will align with state standards, use state adopted curriculum when available and appropriate and align with grade-level expectations. Instructors will post syllabus and pacing guides for the year.
Progress Monitoring: Regular assessments will track student growth and inform instructional adjustments. Final exams and grades/marks will be administered and posted at the end of each semester.
Collaborative Learning: Group activities and peer discussions will foster engagement and deeper understanding.

iReady & Targeted Interventions

Diagnostic #1 (fall baseline): All students in grades K-12 will complete the iReady Diagnostic #1 assessments in math and reading on or before the first learning period meeting during the designated testing window. This assessment will assess students' academic achievement, defined by at least one year's progress for each year in school via state-approved verifiable data sources.

Targeted Intervention - Instructional Options:

If the student scores "On Level" (green) in all domains, the student may optionally continue to use the iReady adaptive support program to strengthen or advance their skills to higher grade levels.

If the student does not score "On Level" (green) in each tested domain each semester, the student will choose one of the following intensive instructional options:

iReady CAI: Student will work in the iReady adaptive support program for a minimum of 45 minutes per week in the corresponding subject until the student is at or above level. ES is to monitor weekly progress throughout the semester; or
Developmental Class: Student will enroll in corresponding Developmental Class targeting specific skills and standards based on the student's iReady diagnostic assessment; or
Paper / Pencil Option. Reading Intervention Programs: All About Reading/Spelling, Pride Reading or Logics of English. Math Intervention Programs: Developmental Math curriculum, “Do the Math”, taught at home by the parent educator (to request materials to be ordered with EUs complete this survey).

For Math Intervention Guidelines and Placement, please see the Early Math Intervention Policy.

Diagnostic #3 (End of Year): All students in grades K-12 will complete the iReady Diagnostic #3 assessments in math and reading during the designated spring testing window. This assessment is mandatory for all students before they check out for the year. This assessment will help determine final academic growth for the year. It is important for ESs to discuss results with parents and encourage summer skills review where needed to help prevent learning loss and ensure the student is ready for success in the upcoming year.

Implementation Timeline

Initial Identification: Universal screening for CAASPP will occur annually each spring. iReady will be administered at the start of the school year or upon student enrollment and during each posted Diagnostic Window throughout the school year (fall, winter, and spring).
Intervention Placement: Students will be placed in the appropriate tier within two weeks of assessment results.
Ongoing Monitoring: Monthly progress checks will determine if adjustments to tier placement are necessary.

Opt-Out Criteria for Tier 1 Students

Students performing at grade-level proficiency may opt out of the daily morning check-in requirement. To qualify:

Parents or guardians must submit a written request to the program coordinator.
Student must have scored a minimum of CAASPP Level 4 or Scores of 3 above the 10th percentile cut score on the scaled score range for Achievement “Met” (use grade level of test)
Students must maintain grade-level performance as verified by periodic assessments.
Growth in Standards: Students who have moved up a CAASPP Proficiency Tier from year prior

Diagnostic 2 Exemptions

Diagnostic #2: Winter Benchmark (mid-year check): All students in grades 2-12 who do not meet the below exemptions will complete the winter diagnostic #2 assessment during the designated assessment window. This diagnostic assessment is used to recalibrate students in the adaptive program, to monitor progress and ensure proficient students are staying on track, to show growth, and to help determine deficiencies needing re-teach to best prepare students for the state assessment.

a. Winter Assessment Reevaluations Rationale: Reassessments and winter (mid-year) assessments on proficient students are to ensure students are not slipping in basic math and reading skills. It is important not to assume that because a student has been proficient in the past, that the student will always be proficient. Data shows that often young readers (grades 2-3) and math students in grades 4-5 will often see a big jump in skills.

b. Exemptions to iReady Winter Diagnostic #2 (mid-year check):

The winter iReady Diagnostic #2 (mid-year check) is optional (but highly recommended) only for the following students:

K-1
Any student (2-12) who tested at least at the end of their grade level in the fall, or
Any student (2-12) who tested 1 year (or more) above in the fall,
AND optional for any student who is using the iReady instruction for the required time each week (ES is to monitor weekly progress throughout the semester)

The Winter Diagnostic #2 is required for all other students.

Administering Assessments

All iReady Assessments must be proctored by an Education Specialist or approved CWCS iReady proctor. It is important ESs and proctors follow correct procedures when administering the diagnostic assessment. Inflated scores and/or inaccurate placement can prevent students from getting the appropriate support needed to assist in closing academic gaps. ES proctors may not assist students during the assessment. The assessment is adaptive, so students should be encouraged to do the best they can, and remind students that the computer does not "know" them and will ask them questions they may not have learned yet. If Proctors assist students with these types of questions, students will not place correctly in the program, causing frustration for the student. Assessments may be proctored in person or online and may be proctored in groups, but Proctors should be able to see the student(s) and must ensure small group proctoring is not distracting for any student.

Review and Revision

This policy will be reviewed annually to ensure effectiveness and alignment with current educational research and state guidelines.

Works Cited

Akbaşlı, Sait, et.al. "The Effect of Reading Comprehension on the Performance in Science and Mathematics." Journal of Education and Practice, vol. 7, 16 Nov. 2016, pp. 108-21.

Alley, Julie. "Impact of Reading Achievement on Standardized Tests." College of Education and Human Services, 10 July 2012.

Duncan, et.al. “chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.apa.org/pubs/journals/releases/dev-4361428.pdf”, Developmental Psychology 2007, Vol. 43, No. 6, 1428–1446

https://caaspp-elpac.ets.org/caaspp/ScaleScoreRangesSB