1. Python Power A Three-Tier Model of Instruction

2. Background TA01 The school uses an identification process for all students at risk of failing or in need of targeted instruction. TA02 The school uses a tiered, differentiated intervention process to assign interventions aligned with the individual needs of students. TA03 The school uses a monitoring process for targeted intervention students to ensure fidelity and effectiveness. ▪ School Improvement Plan ▪ Data – SOLs – Categories – Reading ▪ Mandatory Indicators ▪ School Leadership Team

3. Python Power ▪ Tiered instruction during first 30 minutes of each day

4. Tiers ▪ Baseline assessments – SGA (grades 2 – 5) – SOLs (grades 4, 5) – PALS (K-3) – DRA (K-5) – Running Records – Universal Screenings – Formative Assessment/Teacher Observations ▪ Grade Level Meetings including resource teachers Tier 1Tier 2Tier 3 On grade level Within a year of grade level > year below grade level 5 - 10% of students 1 – 5% of students Enrichment Small Group Instruction Individualized Targeted Instruction

6. ALL HANDS ON DECK Grade Level Teachers ▪ Determine how many teachers are needed for each tier – Tier 1 (grade level teacher) – Tier 2 (grade level, related arts) – Tier 3 (grade level, resource, assistant) ▪ Planning Time Support ▪ Related Arts – Art – Music – PE – Library – TRT – Counselors – SEARCH ▪ Resource – Special Education – ELL – Reading ▪ Assistants

7. 8:00 – students “switch” to tiered-specific instructional classroom within grade level 8:30 – students return to homeroom

8. Monitor ▪ Tiers are fluid ▪ AIMSweb Probes – bi-weekly ▪ Collaborative Learning Teams (CLT) meet on average of 2x per month ▪ Quarterly Data Meetings to review current data and move students if necessary.