Loading in 2 Seconds...
Loading in 2 Seconds...
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Mississippi’s Three Tier Model of Instruction: An Overview of the Intervention Policy and Process Jackson County School District August 6, 2007
State Board Policy IEI Adopted January 21, 2005 MDE shall require an instructional model designed to meet the needs of every student. The model shall consist of three tiers of instruction. Tier I: Quality classroom instruction based on MS Curriculum Frameworks Tier II: Focused supplemental instruction Tier III: Intensive interventions specifically designed to meet the individual needs of students Teachers should use progress monitoring information to (a) determine if students are making adequate progress, (b) identify students as soon as they begin to fall behind, and (c) modify instruction early enough to ensure each and every student gains essential skills. Monitoring of student progress is an ongoing process that may be measured through informal classroom assessment, benchmark assessment instruments and large-scale assessments. If strategies at Tiers I & II are unsuccessful, students must be referred to the Teacher Support Team. The TST is the problem-solving unit responsible for interventions developed at Tier III. Each school must have a Teacher Support Team (TST) implemented in accordance with the process developed by the Mississippi Department of Education. The chairperson of the TST shall be the school principal as the school’s instructional leader or the principal’s designee. The designee may not be an individual whose primary responsibility is special education.
Interventions will be: • designed to address the deficit areas; • research based; • implemented as designed by the TST • supported by data regarding the effectiveness of interventions. • In addition to failure to make adequate progress following Tiers I & II, students will be referred to the TST for interventions as specified in guidelines developed by MDE if any of the following events occur: • A. Grades 1-3: A student has failed one (1) grade; • B. Grades 4-12: A student has failed two (2) grades, OR • C. A student failed either of the preceding two grades and has been suspended or expelled for more than twenty (20) days in the current school year. • Referrals to the teacher Support Team must be made within the first twenty (20) school days of a school year if the student failed the preceding year resulting in a referral as stated above.
What is the Three -Tier Model? • A systematic approach for providing student interventions • Identifies struggling students BEFORE they fall behind • Provides struggling students with support throughout the educational process
Why use a three-tier model for all students ? • State Board mandate • Prevents over-identification as SPED designation • Uses teacher input in a problem solving approach • Utilization of scientifically-based research materials and methods • Creates a record of instructional interventions to track student progress • Links assessment and instruction to interventions • Creates a timeline to provide assistance for at-risk students
Overview of the three tiers: Approximately 5-10% Intensive Instructional Interventions III Approximately20-30% Supplemental Instruction II All Students Effective Classroom Instruction I
Begins with classroom data analysis: • Teacher observations • Parental input • Evaluations • Records • Progress monitoring • School-wide data • State tests • Classroom tests • Probes • Informal assessments
Progress Monitoring • Formative • Uses a variety of data collection methods • Examines student performance frequently over time, to evaluate response to intervention in making data-based decisions • On-going, systematic process for gathering data • Academic • Social • Behavioral
Tier II: Moderate Interventions • Targeted assistance based on progress monitoring • Administered by classroom teacher, specialized teacher, or external interventionist • Provides additional instruction • Individual, • Small group, • and/or technology assisted
Tier III: Intensive Interventions • Teach additional learning strategies – Organizational / Metacognitive / Work habits • Change Curriculum • Add intensive one to one or small group instruction • Change scope and sequence of tasks • Increase guided and independent practice • Change types and method of corrective feedback
Intervention Timeline • Develop and begin implementation within two weeks of referral to TST • TST and student’s teacher must conduct a documented review within eight weeks of implementation • Final review is due at the end of sixteen weeks of implementation of intervention 18 weeks TOTAL
Who will oversee this process? The Teacher Support Team (TST) at each school will oversee and monitor all Tier II and Tier III interventions. • Regular Education Role • Aligns with NCLB and IDEA standards and requirements • Staffing determined by the needs of the student • Teams have a minimum of three and maximum of seven members • Members must be: • Committed to the school’s instructional goals • Willing to accept responsibility of at-risk students’ progress • Knowledgeable of multiple teaching strategies • A respected staff member who is approachable to other staff • Experienced in interpreting data • Organized and capable of mapping a course of improvement • Confidential concerning student data and outcomes discussed in the team setting
Implementing an Effective Teacher Support Team • Public Relations Groundwork • School Readiness • Team Training • Belief Set of Effective Teams • All students are unique and capable of learning • All students shall experience a level of success commensurate with their abilities • Teachers share responsibility for student learning • Placing an Interventional Specialist at each school