Mississippi’s Three Tier Model of Instruction
Date conversion 29.08.2017 Size 8,58 Kb.
An Overview of the Intervention Policy and Process 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 education process TIER I Tier I - Quality classroom instruction based on the MS Curriculum Frameworks Intervention is done within the general framework of the classroom Curricula offerings are based upon scientific research principles Focus on improving the core classroom instruction that ALL students receive a variety of grouping formats (e.g., individual, pairs, small groups, and whole group) Tier II Tier II - Focused Supplemental Instruction Small-group supplemental instruction in addition to the time allotted for core instruction Includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I Typically uses a differentiated instruction model to address small group needs. Differentiated Instruction Differentiated instruction is: Using assessment data to plan instruction and group students. Teaching targeted small groups (1:3, 1:5). Using flexible grouping (changing group membership based on student progress, interests, and needs). Matching instructional materials to student ability. Tailoring instruction to address student needs. Differentiated Instruction is not: Using only whole class instruction. Using small groups that never change. Using the same reading text with all students. Using the same independent seatwork assignments for the entire class. TIER III Focus For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts Program Sustained, intensive, scientifically based program(s) emphasizing the critical elements of area for students with difficulties Grouping Homogeneous small group instruction (1:1 - 1:3) Time Minimum of 30-minute sessions per day in small group or 1:1 in addition to core instruction Assessment Progress monitoring 2x weekly or at least weekly on target skills to ensure adequate progress and learning Interventionist Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist) Setting Appropriate setting designated by the school Significant numbers of students continue to have difficulty mastering skills required to be successful at grade level. Disproportionate numbers of students placed in special education classrooms Why a Statewide Intervention Policy is Necessary The intervention process continues to be considered a “last resort” for students and a stepping stone for entry into special education INSTEAD OF A PREVENTION MEASURE FOR KEEPING STUDENTS IN THE REGULAR EDUCATION CLASSROOM. “Rules Out” There are many reasons why students have learning and behavioral difficulties in school other than a disability identified under special education. IDEA has, as part of the law, “ rule outs” such as low socio-economic factors, lack of motivation and a lack of opportunity to learn. “Rules Outs” These “rule outs” were to be employed as reasons not to identify a child as a child with a disability, however they have not been utilized effectively. Teacher Support Teams (TST) Referred to as Teacher Support Teams (TST) in the State School Board Policy Known as TST in the Lowndes County School District Teams usually have a minimum of three to a maximum of seven members Large schools may need to have more than one team. TEAM MEMBERS Committed to program and willing to accept responsibility of at risk student’s lack of progress in the school. Knowledgeable of teaching strategies and interventions Respected staff members who are approachable by other staff ORGANIZED TST - Alternate Members Behavioral Specialist Other teachers or educational stakeholders Nurse EFFECTIVE TEAMS Beliefs All students are unique and capable of learning All students shall experience a level of success commensurate with their abilities Teachers have an important role in the problem solving process and in the development and implementation of interventions Teachers share responsibility for student learning TST TASK Establish a process that assures that baseline data will be collected in every case That progress is monitored and that the progress monitoring data is used to determine efficacy of intervention Evaluation of intervention is done utilizing a method agreed upon by the team PRIOR to the implementation of the intervention Teachers should use progress monitoring information to: Determine if students are making adequate progress Identify students as soon as they fall behind Modify instruction early enough to ensure each and every student gains essential skills Monitoring of student progress is an ongoing process Classroom Data Analysis Teacher Observations Parental Input Evaluations Records Progress Monitoring School-wide data State tests Classroom tests Probes Informal Assessments Food for Thought To pass high stakes testing, research has shown that students must be in the regular education curriculum from age five (5). He who is apt to teach is acquainted, not only with the common methods for common minds but with peculiar methods for pupils of peculiar dispositions and temperaments; and he is acquainted with the principles of all methods whereby he can vary his plan according to any difference of circumstances. Horace Mann
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