3 TIER MODEL

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3 TIER MODEL

• HELPING ALL STUDENTS SUCCEED
• Vicki Kibodeaux
• Academic Coach
• N.R. Burger Middle School

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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

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MAIN OBJECTIVE

• Provide effective
• instructional support to
• general education students
• to decrease inappropriate
• referrals to special education

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Why Use a Three-Tier Model for ALL Students?

• State Board mandate
• Prevents over-identification of SPED
• 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

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The MDE Three-Tier Model

• Tier I All students
• Effective Classroom Instruction
• (70 85 of all students)
• Tier II Students not successful at Tier I
• Focused supplemental instruction or interventions
  
• (15 30 of all students)
• Tier III Intensive Individualized Instruction
• (5 10 of students)

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Tier I Effective Classroom Instruction

• Implementation of research-based programs aligned
  with standards
• Assessments aligned with frameworks.
• Ongoing progress monitoring of student
  performance to identify struggling students
  before they fall behind or fail.
• Research-based strategies that support all
  learners, including students struggling with
  reading and math concepts.
• Professional development focused on improved
  strategies for instructional learning.

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TIER I

• Identify students not making adequate progress
  and falling behind
• Modify instruction to ensure student gains
  essential skills.
• Monitor through Edusoft tests, classroom
  assignments, BuckleDown tests, MCT tests, etc.

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Tier I Academic Interventions

• Utilization of MS Curriculum Frameworks
• Focused, directed instruction
• Graphic organizers
• Ramp Up curriculum
• Double-period classes (extra time)
• Tutoring one-on-one
• Cooperative Grouping

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WHEN ARE TIER II INTERVENTIONS REQUIRED?

• Significantly lower levels of performance than
  peers
• Significant deviation from grade level peers in
  academics or behavior
• Learning at a much slower rate than grade level
  peers and falling farther behind their classmates
• Student is failing.

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Tier II

• Students move to Tier II ONLY if not making
  progress on Tier I
• Data must be utilized Edusoft mastery tests,
  teacher created tests, classroom performance,
  informal assessments, etc.
• Needed ONLY if focused supplemental instruction
  or interventions are necessary

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TIER II INTERVENTIONS

• Match curricular materials and instructional
  level
• Modify modes of task presentation
• Cue work habits/organizational skills
• Modify direct instruction time
• Modify guided and independent practice
• Ensure optimal pacing
• Partner read
• Self-correct mistakes

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Tier II Interventions (cont.)

• Increase task structure (directions, feedback,
  check for understanding)
• Increase task relevant practice
• Increase opportunities to engage in active
  academic responding (wait-time, more
  opportunities to answer)
• Mini-lesson on skill deficits
• Decrease group size
• Increase amount and type of cues and prompts

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TIER II 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

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ADDITIONAL STRATEGIES

• Prime background knowledge, make connections
• Use graphic organizers
• Mnemonic strategies
• Modeling Think Aloud
• Identify similarities and differences
• Teach summarizing and note taking
• Cues, questions, and advance organizers

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ACADEMIC INTERVENTIONS ARE NOT!

• Preferential seating
• Shortened assignments
• Classroom observations
• Doing MORE of the same/general classroom
  assignments
• Parent contacts
• Suspension
• Retention
• Peer-tutoring
• Conferencing

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BEHAVIOR INTERVENTIONSTIER I AND/OR TIER II

• Classroom rules and consequences signed by
  students
• Frequent review of rules and consequences
• Assertive Discipline Plan
• Verbal reprimands and positive practice
• Ignore minor behaviors
• Provide positive feedback to parents

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BEHAVIOR INTERVENTIONS

• Develop a behavior improvement plan/contract
• Reward positive behaviors with verbal and/or
  written feedback
• Give student classroom responsibility
• Stand in close proximity to student
• Conference with student to identify negative
  behavior and identify expected behavior

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BEHAVIOR INTERVENTIONS

• ASK FOR ASSISTANCE FROM
• Counselors
• Social Worker
• Administrators
• Academic Coach
• Department Chairs

• CONFERENCE WITH
• Parents
• Other Teachers
• Counselors
• Social Worker
• Administrators
• Academic Coach

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BEHAVIOR INTERVENTIONS ARE NOT!

• Repeated disciplinary referrals
• Standing students in the corner
• Arguing with or fussing at students
• Suspension

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WHEN TIER I AND TIER II FAILTIER III PROCESS

• Talk with your departments representative or one
  of the team members
• Discuss your interventions and complete a Student
  Data Form
• Submit paperwork to TST and attend meeting
• Implement interventions determined by team

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TIER III

• INTENSIVE INTERVENTIONS DESIGNED SPECIFICALLY TO
  MEET INDIVIDIUAL NEEDS WHEN TIER I AND TIER II
  ARE NOT SUCCESSFUL.

• More intensive
• More explicit
• Specific learning targets or goals
• Duration of daily instruction is longer

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INTERVENTION TIMELINE

• An intervention is a current action that differs
  from the activities that normally occur in the
  childs regular education program

• Lasts 18 weeks TOTAL
• Develop and begin implementation within two weeks
  of referral to TST
• Documented review within 8 weeks of
  implementation
• Final review due at end of sixteen weeks of
  implementation

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TEACHER SUPPORT TEAM (TST) MEMBERS

• Jerry Knight, Principal
• Sametra Chisolm, Asst. Principal
• Sommer Guerin, Counselor
• Vicki Kibodeaux, Academic Coach
• Monica Bolton, Teacher
• J. R. Lee, Teacher
• Vanessa Powe, Teacher
• Priscilla Smith, Teacher

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If we individually make the effort to ensure
that each child is known in our system, our
organization will be a caring learning community
that knows and lifts each child.Les Ometani,
Community School DistrictSuperintendent, West
Des Moines, Iowa(2003)

• I wonder how many childrens lives might be saved
  if we educators disclosed what we know to each
  other.
• Roland Barth (2001)

Failure is Not an Option