Mississippi’s Three Tier Model of
Instruction: An Overview of the
Intervention Policy and Process
Jackson County School District
August 6, 2007
State Board Policy IEI
Adopted January 21, 2005
MDE shall require an instructional model designed to meet the needs of every
student. The model shall consist of three tiers of instruction.
Tier I:
Frameworks
Quality classroom instruction based on MS Curriculum
Tier II: Focused supplemental instruction
Tier III: Intensive interventions specifically designed to meet the
individual needs
of students
Teachers should use progress monitoring information to (a) determine if students
are making adequate progress, (b) identify students as soon as they begin to fall
behind, and (c) modify instruction early enough to ensure each and every student
gains essential skills. Monitoring of student progress is an ongoing process that
may be measured through informal classroom assessment, benchmark
assessment instruments and large-scale assessments.
If strategies at Tiers I & II are unsuccessful, students must be referred to the
Teacher Support Team. The TST is the problem-solving unit responsible for
interventions developed at Tier III. Each school must have a Teacher Support
Team (TST) implemented in accordance with the process developed by the
Mississippi Department of Education. The chairperson of the TST shall be the
school principal as the school’s instructional leader or the principal’s designee.
The designee may not be an individual whose primary responsibility is special
education.
Interventions will be:
•
designed to address the deficit areas;
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research based;
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implemented as designed by the TST
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supported by data regarding the effectiveness of interventions.
In addition to failure to make adequate progress following Tiers I & II,
students will be referred to the TST for interventions as specified in
guidelines developed by MDE if any of the following events occur:
A. Grades 1-3: A student has failed one (1) grade;
B. Grades 4-12: A student has failed two (2) grades, OR
C. A student failed either of the preceding two grades and has been
suspended or expelled for more than twenty (20) days in the current
school year.
Referrals to the teacher Support Team must be made within the first
twenty (20) school days of a school year if the student failed the
preceding year resulting in a referral as stated above.
What is the Three -Tier Model ?
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A systematic approach for providing
student interventions
Identifies struggling students BEFORE
they fall behind
Provides struggling students with
support throughout the educational
process
Why use a three-tier model
for all students ?
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State Board mandate
Prevents over-identification as
SPED designation
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
Overview of the three tiers:
Approximately 510%
Approximately2030%
III
II
All Students
I
Intensive Instructional
Interventions
Supplemental Instruction
Effective Classroom
Instruction
Begins with classroom data
analysis:
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Teacher observations
Parental input
Evaluations
Records
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Progress monitoring
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School-wide data
State tests
Classroom tests
Probes
Informal assessments
Progress Monitoring
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Formative
Uses a variety of data
collection methods
Examines student
performance frequently
over time, to evaluate
response to intervention in
making data-based
decisions
On-going, systematic
process for gathering data
– Academic
– Social
– Behavioral
Tier II:
Moderate Interventions
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Targeted assistance based
on progress monitoring
Administered by classroom
teacher, specialized
teacher, or external
interventionist
Provides additional
instruction
– Individual,
– Small group,
– and/or technology
assisted
Tier III:
Intensive Interventions
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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
Intervention Timeline
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Develop and begin
implementation within two
weeks of referral to TST
TST and student’s teacher must
conduct a documented review
within eight weeks of
implementation
Final review is due at the end
of sixteen weeks of
implementation of intervention
18 weeks TOTAL
Who will oversee this process?
The Teacher Support Team (TST) at each school will
oversee and monitor all Tier II and Tier III interventions.
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Regular Education Role
Aligns with NCLB and IDEA standards and requirements
Staffing determined by the needs of the student
Teams have a minimum of three and maximum of seven members
Members must be:
– Committed to the school’s instructional goals
– Willing to accept responsibility of at-risk students’ progress
– Knowledgeable of multiple teaching strategies
– A respected staff member who is approachable to other staff
– Experienced in interpreting data
– Organized and capable of mapping a course of improvement
– Confidential concerning student data and outcomes discussed in the team
setting
Implementing an Effective
Teacher Support Team
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Public Relations Groundwork
School Readiness
Team Training
Belief Set of Effective Teams
– All students are unique and
capable of learning
– All students shall experience a
level of success commensurate
with their abilities
– Teachers share responsibility for
student learning
Placing an Interventional Specialist
at each school