Compliance

At the various Tiers, there are some components which must be in place. These components include the following:

__ Tier I __

 * Meets Tier I Intervention Design Criteria, including the progress monitoring schedule
 * Implementation of research-based interventions
 * The same progress monitoring tool used consistently in order to make appropriate comparisons with baseline and benchmark
 * No gaps in progress monitoring, with the exception of summer and holidays. If there is a gap, there is indication that progress monitoring was reinitiated and data collected before any decision was made to move student to Tier II.
 * Evaluation of data and decisions are documented with appropriate notes and signatures.
 * Summary of parent participation
 * Hearing screening
 * Vision screening


 * Analysis of Tier I research-based interventions
 * Adjustments made based on data, such as modifying, discontinuing of the intervention or implementing a new scientific research-based intervention.
 * Meets Tier II Intervention Design Criteria, including the progress monitoring schedule
 * The same progress monitoring tool used consistently in order to make appropriate comparisons with baseline and benchmark
 * No gaps in progress monitoring, with the exception of summer and holidays. If there is a gap, there is indication that progress monitoring was reintiated and data collected before any decision was made to move student to Tier III (or testing)
 * Evaluation of data and decisions are documented with appropriate notes and signatures
 * Summary of parent participation


 * Analysis of Tier II research-based interventions
 * Adjustments made based on data, such as modifying, discontinuing of the intervention or implementing a new scientific research-based intervention.
 * Meets Tier III Intervention Design Criteria, including the progress monitoring schedule
 * A detail Tier III intervention plan was developed with all the required components
 * The same progress monitoring tool used consistently in order to make appropriate comparisons with baseline and benchmark
 * No gaps in progress monitoring, with the exception of summer and holidays. If there is a gap, there is indication that progress monitoring was reintiated and data collected before any decision was made to move student to Tier IV
 * Evaluation of data and decisions are documented with appropriate notes and signatures
 * Progress monitoring data indicates the need for the most intense level of interventions, which would be special education
 * Intervention Fidelity Checklist was completed
 * There is evidence within the file that clearly indicates that it was appropriate to check "yes" on the Intervention Fidelity Checklist
 * Speech language screening
 * Social/developmental history
 * Observations by an independent observer for the purpose of intervention and to inform instruction
 * Summary of parent participation
 * **The file can pass a stranger test, especially the Tier III plan and documentation. This is especially important for when the psychologists are writing the report. What does stranger test mean? It means that a stranger can pick up the file (such as an attorney) and know what was done.**

The following support documents assist with maintaining compliance:

 * K-8 Academic Intervention Design || [[file:Academic Intervention Design Final.doc]] ||
 * K-8 Behavioral Intervention Design || [[file:Behavioral Intervention Design Final.doc]] ||
 * Reflective Questions for Decision Making for Tier I & Tier II || [[file:Reflective Questions Final.doc]] ||
 * Intervention Fidelity Checklist || [[file:Intervention Fidelity Checklist Final.doc]] ||
 * Checklist for Tier Components || [[file:Checklist for Tier Components.doc]] ||
 * Referral Checklist || [[file:Referral Checklist.doc]] ||
 * Individual School Paperwork || [[file:Individual School Paperwork.doc]] ||