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, 15 -20 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/systematicfocused instruction
Progress monitor and data collection on
focused skill area weekly
Austin Independent School District
Tiered Academic Plan
Tier I
Core Classroom Instruction

Definition

Student

District Resources

Instructional Approaches
and Strategies

Interventionist/Instructor

Setting

Grouping

Time

Assessment

Professional

Additional Resources and
Weblinks
Tier II
Targeted Interventions
Tier III
Intensive Intervention
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)
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 6th 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 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