Strong Tier One Instruction

Description:

Instruction in every general education classroom must offer rich, engaging and evidence-based instruction focused on on-grade level standards. If this is not present, students are more likely to experience difficulties in school and be referred for special education services. We must not find students eligible for and in need of special education services in response to poor instruction in the general education classroom. Tier 1 is arguably the most critical state in a Multi-Tiered System of Supports.
Practices:
  1. Instruction in my classroom differentiated and effective for mixed-ability groups of students.
  2. I use instructional scaffolds to accommodate diverse learner needs.
  3. Pre-assessment is conducted prior to each new unit of instruction and guides teacher selection of instructional strategies.
  4. Teachers identify student interests and learning characteristics early in the school year and integrate this information in their instructional lessons.
  5. Flexible grouping is in use in every classroom, thus whole group instruction (or lecture) is not the predominant method of instructional delivery.
  6. A school-wide behavioral support system is in place and results in a positive and respectful learning environment for all students.
Phases of Implementation:
Excellence Phase
  • Instruction is differentiated to accommodate diverse learner needs in every classroom.
  • A schoolwide behavioral support system is in place and results in a positive and respectful learning environment for all students.
  • Flexible grouping is evident in every classroom; thus, whole group instruction is not the predominant method of instruction.
  • Tier II and Tier III interventions support the core curriculum.
  • Clear criterion exists for entering and exiting interventions within MTSS.
Implementation Phase
  • Differentiated instruction techniques are implemented for all learners in at least two-thirds of our classrooms.
  • Scaffolds, accommodations, and modifications are used to support learning.
  • Universal screening tools are used to identify and support targeted needs for students.
  • Instruction is student-centered and promotes student voice to enhance academic rigor and relevance.
  • The school team uses data-based decision-making with ongoing progress monitoring.
Initiation Phase
  • Teachers recognize and accept that learning outcomes will vary for the students they serve.
  • Teachers understand that they are responsible for implementing instructional accommodations and modifications as needed.
  • Teacher training supports the need for differentiation.
Resources: (more to come)