1. “Insanity is doing the same thing over and over expecting a different result.” Albert Einstein

2. INSTRUCTIONAL SUPPORT TEAMS Providing for the Instructional Needs of All Children in All Classrooms

3. A National Paradigm Shift from Process to Results IDEA 97 Access to the general curriculumIDEA 97 Access to the general curriculum NCLB Accountability for academic progress for all studentsNCLB Accountability for academic progress for all students IDEIA 04 Response to InterventionIDEIA 04 Response to Intervention

4. Paradigm Shift – BIG Ideas AYP and NCLB moves focus of attention to student progress, not student labels.AYP and NCLB moves focus of attention to student progress, not student labels. The focus is now on students achieving benchmarks, regardless of their placement in General or Exceptional Student Education.The focus is now on students achieving benchmarks, regardless of their placement in General or Exceptional Student Education. Accurate ”placements” do not guarantee that students will be exposed to interventions that maximize their rate of progress.Accurate ”placements” do not guarantee that students will be exposed to interventions that maximize their rate of progress.

5. BIG Ideas (cont’d) Interventions must be research-based (IDEA/NCLB).Interventions must be research-based (IDEA/NCLB). Staff training and support will improve intervention skills.Staff training and support will improve intervention skills. The implementation of a tiered system will improve service efficiency.The implementation of a tiered system will improve service efficiency.

6. Terminology No longer Child Study Team (CST) NOW Instructional Support Team (IST)

7. What is an Instructional Support Team? IST is a team of educators at a school who work together as effective problem solvers.

8. A proactive approach to address all students’ educational needs.A proactive approach to address all students’ educational needs. Teachers seek assistance while problems are small and more easily managed.Teachers seek assistance while problems are small and more easily managed. Help is directed toward the student and the teacher in the general educational environment.Help is directed toward the student and the teacher in the general educational environment. The IST Process

9. Problem Solving Process Analyze the Problem Why is the problem occurring? Develop a Plan What are we going to do? Implement Plan Carry out the intervention. Evaluate Did our plan work? Define the Problem What is the problem?

10. Intensive 1 – 7% Strategic 5-15% Core 80-90% Levels of Intervention Adapted from Sugai and Horner School-Wide Systems to Support Student Achievement

11. IST Process: 4 Tiers Tier I - Problem solving model analyzing current school-wide data to improve instruction to all students. Interventions and strategies are designed for groups of students identified as performing below the school’s expected performance level. Tier II - Problem solving involving parent and teacher intervention efforts access further classroom resources. Tier III - Problem solving involving building level team and resources Tier IV- Broader, systematic problem solving involving building level team and resources

12. Tier I Problem Solving Model Analyzing Current School-wide Data Analyze the Problem Why is the problem occurring? Develop a Plan What are we going to do? Implement Plan Carry out the intervention. Evaluate Did our plan work? Define the Problem What is the problem?

13. TIER I PURPOSE Tier I reflects what schools are doing on a routine basis to improve the quality of instruction to all students. Analysis of school-wide data is used to identify the need for system changes to improve instruction, curriculum, and learning environment for groups of students that are not achieving. Analysis of school-wide data is used to identify the need for system changes to improve instruction, curriculum, and learning environment for groups of students that are not achieving. 47% of Escambia students are in Level 1 or 2 in BOTH Reading and Math The Tier I Team may recommend that a student be considered for Tier II.

14. Tier II Problem Solving Involving Parent/Guardian and Teacher Analyze the Problem Analyzes data and observations to generate hypothesis for cause of problem Develop a Plan Develops plan including involvement of both parent and teacher Implement Plan Implements interventions and monitors progress Evaluate Determines effectiveness and need for additional resources Define the Problem Defines problem by focusing on area(s) of concern

15. TIER II PURPOSE This tier reflects what teachers do on a routine basis to solve an individual student’s academic or behavioral problems.

16. TIER II PARTICIPANTS Parent/GuardianParent/Guardian TeacherTeacher Student (as appropriate)Student (as appropriate)

17. You will see part of the Tier II form on the next slide.You will see part of the Tier II form on the next slide. Observation, intervention and conference forms (2-2-2’s) have been streamlined and integrated into the new Tier forms. The forms also include a checklist to identify areas of concern to replace narratives.Observation, intervention and conference forms (2-2-2’s) have been streamlined and integrated into the new Tier forms. The forms also include a checklist to identify areas of concern to replace narratives.

19. TIER II: DURING CONFERENCE WITH THE PARENT/GUARDIAN At this conference, the teacher and parent/guardian document the following: At this conference, the teacher and parent/guardian document the following: –the specific concern/problem –the possible cause of the problem (hypothesis) –the plan developed to address the concern –a list of two to three interventions that are readily available to all students should be generated –the desired performance/criteria for success –the time for reassessing the desired outcome.

20. TIER II: AFTER CONFERENCE WITH THE PARENT/GUARDIAN Teacher implements the intervention(s) for a minimum length of 4 to 6 weeks.Teacher implements the intervention(s) for a minimum length of 4 to 6 weeks. Teacher collects data as specified by the plan.Teacher collects data as specified by the plan. Teacher reviews with parents the current performance to determine if interventions were successful, need to be changed, or reflect a need for Tier III assistance.Teacher reviews with parents the current performance to determine if interventions were successful, need to be changed, or reflect a need for Tier III assistance.

21. Tier III Problem Solving Involving Building Level Resources

22. TIER III PURPOSE If a student's performance does not change in the desired direction with the interventions made in Tier II, the purpose of Tier III is to provide assistance and support for the teacher from a building level team. Each school’s team will be selected and trained. If a student's performance does not change in the desired direction with the interventions made in Tier II, the purpose of Tier III is to provide assistance and support for the teacher from a building level team. Each school’s team will be selected and trained.

23. DURING TIER III MEETINGS The IST: –Clarifies the specific problem/concern –Identifies the possible cause of the problem (hypothesis) –Documents current level of performance (strengths and weaknesses) –Sets goals to reach the desired level of performance –Develops a list of interventions to supplement the core curriculum –Implements and monitors interventions –Assesses effectiveness of interventions or possible need for Tier IV assistance.

24. Tier IV Broader, Systematic Problem Solving Involving the Building Level IST Team

25. TIER IV PURPOSE When a student's performance does not change in the desired direction with the interventions made in Tier III, the purpose of Tier IV is to determine the need to provide broader, systematic support to the teacher and student.

26. DURING TIER IV MEETING The Instructional Support Team: Reviews student’s progressReviews student’s progress Determines how effective the interventions were (Have desired goals been met?)Determines how effective the interventions were (Have desired goals been met?) Decides to:Decides to: continue interventions continue interventions modify interventions modify interventions request an evaluation request an evaluation

27. An evaluation may be requested ifAn evaluation may be requested if –the gap is closing but cost and/or time for continued implementation would be well above what is typical for regular curriculum and placement –the student is not making progress toward the goal/desired level of performance set at Tier III –the student is making progress but current performance in the area of concern is significantly lower than same grade peers.

28. If we are to better the future, we must disturb the present. --Catherine Booth