Tiered Instruction in the Lamar County School System

The district’s work for analyzing data that determines verifiable improvement in student learning through research-based practices is an ongoing process. Each school is using two research-based models (Formative Instructional Practices to inform the Pyramid of Intervention) to drive the improvement of teaching and learning in the classroom. Each school uses data from student assessments, curricular assessments, and progress monitoring assessments to review professional practice, monitor personnel, adjust curriculum and plan for students’ needs. Data digs and formative instructional practices are an integral part of the routine at the school level.

Strategic and data-driven professional learning communities (PLCs) are on-going at each school through the school-level Learning Support Specialists. The PLCs are designed to work with teacher groups to define the core needs and the tier 2 standard protocols that work best for their students. In addition, leaders and strategically chosen staff attend workshops and conferences specifically designed to advance the understanding, knowledge, & skills of how to implement the Pyramid of Intervention with fidelity.

Processes and procedures include the use of a district-wide screener;  research-based resources provided to each school for specific use and correct terminology; definitions and resources provided for tier 2 standard protocols at each school- level; progress-monitoring protocols; and definitions, resources, and specific protocols for the tier 3 problem-solving process.

The LCSS Strategic Plan identifies goals and action steps including but not limited to addressing the need for increasing and sustaining the knowledge and skills of the staff members regarding the Pyramid of Intervention research-based model and how it is informed by the Formative Instructional Practices research-based model.


Research-based interventions:


Evidence Based Resources:

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