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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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) development. The academic domain focuses on literacy, math, and the content areas.
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).
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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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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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.
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
outcomes and student response to intervention.
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