Kentucky Department of Education

Design Team

Possible membership includes:

• district office personnel
• school administrator
• classroom teachers
• school psychologist/assessment-knowledgeable individuals
• paraprofessionals
• educational specialist (i.e., reading, behavior, ELL)
• family/community representatives
• special education teachers
• interventionist

Sample Team Functions

Design and implement core curriculum:

• Select universal screeners for academics and behavior.
• Select and train staff on instructional strategies for academics and behavior.
• Provide professional learning opportunities.
• Compile professional resources and materials.
• Ensure that all students receive core academic/behavior instruction at all times.

Involve family/community stakeholders in learning:

• Develop and implement communication plan.
• Develop activities that provide meaningful family/community involvement in school/district.

Assist teachers in academic and behavioral efforts to help students struggling in the classrooms, including those in special education programs.

Consider all educational areas that affect or interfere with student achievement and success – academic, behavior and health.

Review school data to make informed decisions about curriculum, instruction and assessment. 

• Examine school/district data (i.e., achievement, behavior, trends).
• Identify data patterns.
• Identify specific concerns for individual students.

Prevent school failure by considering the whole child, recognizing that frequently more than one issue contributes to student struggles.

Intervention Team

The team may be comprised of grade level, interdisciplinary teams or content area departments, often known as the Intervention Team. These teams may be within a single school or across the district.

Possible membership includes:

• classroom teachers
• school administrator
• interventionist
• educational specialist (i.e., reading, behavior, ELL)
• district office personnel
• school psychologist/assessment-knowledgeable individuals
• paraprofessionals
• family/community representatives
• special education teachers

Intervention Team Activities

• Monitor the implementation of core academic and behavioral curriculum.
• Analyze student results on formative assessments (e.g., questioning, observation, student feedback) to inform classroom instruction.
• Identify specific academic and behavioral concerns for individual students.
• Determine academic and behavioral interventions, including frequency and duration.
• Determine frequency of progress monitoring, including data analyzed for this purpose.
• Use decision rules to determine the student’s movement between the tiers.

Assessment

Tier 1

Tier 2

Tier 3

• Universal Screening

x

• Diagnostic Assessments

x

x

x

• Progress Monitoring

x

x

x

• Analysis of Student Work

x

x

x

Curriculum and Instruction

Tier 1

Tier 2

Tier 3

Universal Curriculum

·        accessible to all students

x

x

x

·        aligned with the KY Program of Studies across content areas and grade levels

x

Instruction

·        Vertical and Horizontal Analysis

x

·        Effective Instruction accessible to all students

x

x

x

Research-based components of high-quality instruction incorporated into a school program include:

·        effective classroom discussion, questioning and learning tasks

x

x

x

·        focused, descriptive and qualitative feedback that enables learners to progress

x

x

x

·        clearly defined academic and behavioral learning targets in student-friendly language

x

x

x

·        student work models that meet the learning target as well as models that do not meet the learning target

x

x

x

·        student engagement in self-assessment, self-reflection and peer analysis based on learning/behavior target       

x

x

x

Research-based instructional interventions in academics and behavior for identified students

·        multiple interventions used to address student needs

x

x

x

·        instructional interventions matched to student needs

x

x

X

Formative Assessments

·        students moving from one intervention to another as evidenced in students’ formative assessment responses

x

x

X

Family & Community Engagement

Tier 1

Tier 2

Tier 3

Inform families about:

·        universal screenings and progress monitoring information and results

x

x

x

·        instructional strategies used in classroom(s)

x

x

x

·        student intervention plan

x

x

·        student progress

x

x

x

·        Individual Learning Plan

x

x