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SEE DEFINITIONS	3 TIERS	PERSONAL INTERVENTION PLAN
CAMPUS/DISTRICT IMPROVEMENT PLANS	TEACHER ASSISTANCE	PARENT BROCHURE (1 & 2)

DEFINITIONS

 

YEA = Yearly Expectation Assessment: This assessment is given by all teachers within the first two weeks of the new school year and determines if the student exhibits the necessary skills (the "non-negotiable" skills)  from the previous year.  If the student falls below expectation, then the student is placed in a TIER I intervention plan.

 

Guidelines for Tier I – This is the intervention that is done in the classroom by the regular education teacher. The Guidelines must state the following: Who’s responsible?  When will children have intervention?  HOW OFTEN? WHAT is the intervention?  Where will it take place?  What materials will be used?  How will you evaluate this intervention?  What is the teacher ratio to students?  What funds will be used?  These decisions are up to the campus principal and the classroom teacher.

 

PERSONAL INTERVENTION PLAN-REQUIRED: Students on Tiers II & III are required to have a written formal plan that is explained to and signed by parent, the student, and a campus official (principal/ counselor/ department chair/etc.)

 

• All Teachers are require to assist the campus in identifying students who qualify for TIER interventions.

• All Teachers must be given a list and copy of any Personal Intervention Plans for students in their content area.

• TIER II & III Intervention PLAN -- Keeping track of each student and objectives being accelerated

 

Guidelines for Tier II – Interventions under Tier II are dedicated to students who have failed any portion of the state test (in any previous two year period) or who are at least 2 grade levels behind in reading and/or content subject area. This intervention may require extra teaching staff (content mastery), extra time on skills (tutorials), and/or extended school day (after school and Saturday school) WHO?  WHEN?  HOW OFTEN? WHERE?  WHAT IS NEEDED? HOW ASSESSED? What funds are used?  These decisions are up to the campus principal and the campus improvement committee.

 

Guidelines for Tier III – Students who are behind in skills development at the semester will be placed in TIER III.  This intervention MUST require extended learning time and eclectic strategies. WHO? WHEN? WHERE?  HOW OFTEN? HOW ASSESSED?  These decisions are totally up to the campus principal and the campus improvement committee. However, these interventions will need to be closely documented (tutorial times, sign-in sheets, letters to parents, monitoring of success through multiple assessments --benchmarks, STAR Math & Reading, TPRI, L&M, Istation, PASeries, observation, etc.)

 

TIER I FORM – A student identified by the YEA and Reading Assessment (STAR or TPRI) as being below grade level in a core subject area.

Þ    TIER II FORM -- A student who has failed part of the TAKS or behind at the six weeks benchmark.

• TIER II & III Intervention PLAN -- Keeping track of each student and objectives being accelerated

Þ    TIER III FORM -- A student who, did not pass last year's TAKS, is in danger of not passing this year's TAKS test and/or who is behind at the semester.

 

CAMPUS IMPROVEMENT PLANS & BUDGETS: All Campus and District Improvement Plans must address NCLB issues.

• The AYP needs assessment and action plan by objectives

• Suggested  research-based resources, materials and strategies required by all Personal Intervention Plans.

• Suggested funding sources to supplement 3 Tiers and action plan.

• Measurable objectives that can be monitored using research-based assessments by student, by teacher, by objective (PASeries).

• Identify reporting periods to District Administration and Board of Trustees.

TEACHER ASSISTANCE:

• All Teachers will require vertical and horizontal planning time. The district has provided 6 half-days for this purpose.

• All Teachers will need to be aware of the students they are teaching who have not passed a portion of the TAKS test and/or who have special needs and require modification through 504,  IDEA, or G.T.

• All Teachers need to be involved in 3 TIER planning, implementation, and evaluation for their campus.

BROCHURE PAGE 1	NCLB CHART	Teacher Competencies Survey
BROCHURE PAGE 2	All Faculty  Highly Qualified Teacher Status Elementary NCLB Form Secondary NCLB Form	Teacher Competencies Professional Development