Mississippi’s Three Tier Model
of Instruction
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
Why a Statewide Intervention
Policy is Necessary
 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
–
–
–
–
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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