A multi-level prevention system, which integrates assessment and intervention to maximize student achievement and to reduce behavioral problems

Baldwin Williams Menchaca Davis Boone Brentwood Maplewood Pease  All middle schools

 Universal Screeners  Progress Monitoring  Support Student Problem Solving Team  Support PLC’s through ongoing professional development  Site-based consultation  Technical support

 Eliminates the “wait to fail” model  Provides instructionally relevant data

 Tier 1 - High Quality Core Instruction with differentiation, whole group, small groups and cooperative learning groups  Evidenced based-standards based inclusive of ELPS and CCRS  Curriculum Road Maps and Street Views

 Small group -strategic, focused intervention in addition to Tier I instruction Which example is a strong Tier II setting? While students are engaged in meaningful activity within Tier I, the teacher works with a small group of learners with a similar skill deficit. Intervention focuses specifically on building that skill deficit. Or While students are engaged in meaningful activity within Tier I, the teacher monitors a small group of students as they partner read.

 Small homogeneous group intervention providing intensive, targeted instruction in addition to core instruction Which is an example of a strong Tier III setting? Whole class instruction with TA providing additional support daily to a few students in a small group Or A separate class setting with a specialist providing intensive targeted instruction to a small group of students four to five days a week

 Tier II : Small homogenous group (3-5 students), systematic instruction, focused on skill deficit, minutes, typically delivered by the core classroom teacher Progress monitor and data collection on focused skill deficit every two weeks

 Tier III : Small homogeneous group (1-3 students),intensive/systematic- focused instruction Progress monitor and data collection on focused skill area weekly

Austin Independent School District Tiered Academic Plan Tier I Core Classroom Instruction Tier II Targeted Interventions Tier III Intensive Intervention  Definition  Student  District Resources  Instructional Approaches and Strategies  Interventionist/Instructor  Setting  Grouping  Time  Assessment  Professional  Additional Resources and Weblinks

John Q. is a third grader that is reading on a DRA level 18 at the beginning of the year (end of first grade level) He reads slow, and sometimes guesses at words. His comprehension is weak, and he does not enjoy reading. He enjoys math but struggles with problem solving. What resources and information would you need to support instruction for John Q?

 CORE – Phonics Screener (eng/sp) CORE – Phonics Screener  Reading Fluency Passages  Cloze passages for comprehension The Tiered Academic Plan will take you through the five components of reading and will help the teacher become diagnostic and prescriptive to align resources matched to student need.

Suzie Q. is a 6 th grader who struggles in math. She often makes mistakes with computation and rarely passes her math assessments. Suzie’s reading fluency is showing that she is performing at grade level.  What resources and information would you need to support instruction for Suzie Q. ?

 Assess computational fluency Assess computational fluency  Assess knowledge of math concepts and applications Assess knowledge of math concepts and applications  AIMSweb probes The Tiered Academic Plan will take you through the five strands of mathematics and will help the teacher become diagnostic and prescriptive to align resources matched to student need.

 AIMSweb – math and reading  TPRI/Tejas Lee  Texas Early Mathematics Inventory (TEMI)

 What resources do you currently have on your campus that can be used in a Tier II setting?  Tier III? Does your campus currently use a universal screener to determine skill deficits and progress monitor to assess student progress?

Next Steps:  Continue to develop strong Professional Learning Communities that support teacher and student growth. Use the Tiered Academic Plan as a resource that aligns resources to professional development.  Continue to support student problem solving teams, using the Tiered Academic Plan as a resource and guidance document