About the AAF


The AAF is a multi-tier system of supports based on the braiding of two main research-based models: Response to Intervention (RtI)  and Positive Behavioral Interventions and Supports (PBIS). These models address the needs of all students with a particular focus on multi-tier instruction and intervention to address the needs of struggling students.  They involve targeting specific areas in which students are struggling and applying increasingly intensive research-based interventions until the barriers to learning are addressed.

Together both models directly address the academic and socio-emotional and behavioral (SEB) development of children, across early elementary through high school stages, and have been identified around the nation as a Multi-tier System of Support (MTSS).

To meet the needs of ELLs, the district has incorporated English Language Development (ELD) as a critical and integral component of the research-based MTSS framework and renamed it the Academic Achievement Framework (AAF).

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Guiding Principles

These guiding principles and values are woven throughout the fabric of AAF:
  • Educating the Whole Child - A Universal Right to Succeed

    Enhance instruction for all students by carefully monitoring the progress of all students using evidenced-based practices and tools.
  • Cultural Competence

    Use guidelines and rubrics to support cultural competence in their practice.

  • Families as Partners

    Families are invaluable in helping students succeed.

  • Personal Professional Responsibility                                                                                                         

    All district and school personnel understand how their role impacts students’ performance and accept the challenge to enable all students to excel.

  • Collaborative Approach                                                                                                                             

    All district and school personnel exercise collaboration across disciplines and coordination of services using data to drive instruction and meeting the social-emotional-behavioral needs of ALL children.

  • Data-Driven Problem Solving Orientation 
All district and school personnel solve the problems standing in the way of student success through the adopted infrastructure. 
  • Tiered Instruction – Timely and Preventive Response                                                                            
All district and school personnel develop and implement a multi-tier system of English-language development,            academic, and social-emotional-behavioral supports and services.
  • Differentiated Instruction and Services                                                                                                    
All school personnel differentiate instruction and services to address the cultural, linguistic, and academic needs of these diverse learners.
  • Early and Proactive Intervention                                                                                                        
Decisions are preventive, proactive, and responsive to the data.
  • District and School Layers of Organizational Support                                                                          
The district is committed to developing organizational structures that provide layers of support for removing the systemic challenges and barriers that hinder students’ success.
  • High Expectations for All Students                                                                                                          
BPS and its educators are committed to creating a school environment in which all students graduate from high school prepared for college completion and career success.

(Please see the Academic Achievement Framework Implementation Guide in Resources for full descriptions.)

What the AAF Looks Like in Practice

The AAF is implemented within an organizational framework of three tiers of instruction, intervention, and supports of increasing intensity (Tier 1, Tier 2, and Tier 3) across the domains of the framework. 

There are three domains in the framework: academic skills, English language development (ELD), and socio-emotional-behavioral (SEB) developmentThe academic domain focuses on literacy, math, and the content
 The socio-emotional-behavioral domain refers to a systematic, tiered approach of supporting social, emotional, and behavioral skills through Positive Behavioral Interventions and Supports (PBIS)

The ELD domain applies only to ELLs and is represented by an inverted pyramid (in red) to describe the expectations for high quality core instruction in English language development at different levels of proficiency. The English language development domain focuses on strategic and intensive English as a second language support structures in oral and academic language development of non-native English speakers. (For a more detailed description of the ELD pyramid, go to  Resources).

Three-Tiered Model

The AAF is based on a 3-tiered model for both academic and SEB instruction and support. Tier 1, also described as Core or Universal, is instruction and supports received by all children. Tier 2 is instruction targeted for a small group (3-6 students) that  supplements the core curriculum and allows for depth and elaboration. Tier 3 is specifically designed intensive intervention for individual students.  

The lines between Tier 1, Tier 2 and Tier 3 represent broad fluid categories, not concrete designations.

All student populations are represented in each tier and we work to label the need and not the child.

(Please see the Academic Achievement Framework Implementation Guide in Resources for full descriptions.)
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The AAF Layers of Organizational Support

BPS has organized the AAF as a layered approach that encompasses all the considerable resources of the district and puts student learning at the center.  The model reflects the importance of individual professional responsibility of all members of the BPS community.

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The Data Driven Problem Solving Process

All AAF teams use a common approach to problem solving and planning for addressing both individual and systemic challenges to instruction, interventions, and services.  The approach is research-based and improved continuously through a formative evaluation process. 

The teams will utilize the following data-driven problem solving protocol. The cycle uses universal screening and diagnostic data to begin the stages:

1) Defining the problems and identifying discrepancy with the expected outcomes

2) Developing a plan of action

3) Implementing the plan of action using progress monitoring, and ensuring fidelity of implementation and integrity

4) Evaluating outcomes and student response to intervention.

(Please see the Academic Achievement Framework Implementation Guide in Resources for full descriptions.)
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