Academic Supports are commonly known as Response to Intervention (RtI). Instruction, interventions, and supports are rigorous, research-based and evidence-based. We consider the population of learners and align our practices with the district philosophy.
Academic intervention is an instructional intervention with set steps using specific programs and strategies to help students improve in an area of need. In Irving ISD we intervene in the areas of reading and math. The interventions are intentional and are composed of progress monitoring components. Though these interventions are formalized, they can be flexible. If a program isn't helping a student, the intervention provider may adjust the intervention to meet the identified deficits.
Tiers of Support
The multi-tiered approach provides a responsive framework that helps to match academic, social-emotional, and behavioral instruction, intervention, and supports of all students. The tiers are intended to be layered with increasingly intensive supports matched to learner needs.
An important component of the tiered framework is the quality of Tier 1 (core curriculum), where all students receive high-quality instruction that is culturally and linguistically responsive and aligned to Texas state achievement standards. When screening indicates a student needs additional support to be successful, evidence-based interventions of moderate intensity are provided. Which are in addition to the core instruction, typically involve small-group instruction and intervention to address specific identified problems. Students who respond adequately to Tier 2 support provided by the classroom teacher will return to Tier 1 (the core curriculum) with ongoing progress monitoring. Students scoring in the 20th %ile and below are considered for Tier 3. Tier 3 support is more intensive and individualized.
Why it's Essential
The framework of a multi-tiered approach provides for efficient and effective allocation of resources. When appropriately used, the tiers support each learner to experience success by meeting their unique needs. Relevant to this preventative approach are universal screening, a high quality core instruction, progress monitoring, increasingly intensive tiers of intervention, and fidelity of implementation.
Indicators: Effective Implementation and Tiered Delivery
- High-quality professional learning opportunities are provided to enhance the use of differentiation and effective classroom practices, and to guide instruction and learning across the tiers.
- A systematic process for MTSS team meetings
- Research-Based Interventions: The interventions are based on high-quality research findings that indicate a likelihood of positive outcomes.
- Resources are allocated equitably to all intervention providers to ensure implementation fidelity.
- The Intervention Toolkit is available and include criteria for matching the student to the right evidence-based intervention, diagnostic, and progress monitoring
- Multiple data sources are used to inform the selection of interventions and support practices
- Communication systems (eStar, data reports) are in place for all stakeholders (educators, students, families) regarding the current status and student progress.