The ATSS framework embraces the importance of engaging families and the community in a collaborative partnership. Effective partnerships include students, parents/guardians, families, community members and educators. A positive and welcoming school environment fosters family engagement, improves student outcomes, and is conducive to accelerated learning.

The ATSS framework, designed to provide high quality, differentiated instruction and targeted support for student needs in all school and classroom settings, includes both direct and explicit instruction, and other interventions with targeted supports for those students who require additional, explicit and more focused instruction to meet academic and behavioral standards. The framework is based upon providing increased instructional time and increased intensity of academic and/or behavioral supports as identified to meet student needs. Specific student needs are identified and supported early and effectively.

Guided by multiple data points, the implementation of ATSS provides cohesive structure to APS’ priority of meeting the academic and social/emotional needs of all students, including those with disabilities, English Learners and gifted students.

Analysis of progress-monitoring data allows for students to move fluidly between tiers, depending on their progress (rate of improvement). Progress-monitoring tools support teachers’ assessments of student development and intervention effectiveness and help teachers make decisions on the frequency, intensity, and duration of a particular intervention.

The length of time a student receives an intervention depends on such factors as: the skill to be learned; the gap between the desired outcome and current level of proficiency and the time needed to close that gap; and/or student age and/or developmental level. Most importantly, the length of time that a student receives an intervention depends on the student’s rate of progress and response to that intervention. Protocols define: individuals who may provide interventions; the settings in which the interventions may occur; characteristics that interventions must possess to ensure they are evidenced-based at various levels of intensity; parameters for the minimum length of the intervention sessions, number of interventions per week and duration; and criteria for determining when the intervention is terminated.

The focus of ATSS is to address the whole child and those supports the student may need to be successful both academically and social-emotionally. The ATSS framework uses a data decision-based model within Professional Learning Communities (PLCs), to analyze data, identify students who are in need of remediation or extension, and create timely action plans.

Emphasis will be on evidence-based core (Tier 1) instruction with additional Tier 2 and 3 interventions and extensions for students who need them to create a unified system of timely responses for all students to achieve success. A system of interventions for academic, behavioral, and social-emotional needs that can increase in intensity and duration provide necessary help and support for all students to be prepared for college and career.